The factors that influence pupils' performance in home science in the SOS special school in Nairobi (a case study)

Abstract

The purpose of this study was to investigate the factors that influence pupils’ performance in home science in the SOS Special School in Nairobi. The school was chosen because it caters for children who have special learning needs. This study was timely considering that it was done after the implementation of the 8-4-4 system of education in which home science was made examinable in the KCPE (Tl:e final examination at end of primary school education). The study tries to highlight some of the factors which might have a bearing on pupils' achievement in the subject. The short time available to do the research restricted the study to ,mainly the school factors affecting the home science performance of the destitute and orphaned children living in the SOS children's Village in Nairobi. The researcher visited the SOS Special School and the SOS children's Village to administer the instruments and to make observations. The data collected was recorded, analysed, summarised and presented by use of tables. Interpretation of the data was done and the results were given. The findings of this study- showed that the children came from varied family backgrounds. It was found out that children whose early lives were i!1terrupted by sad (xii) events for example death of their parents and were living in residential care performed poorly when compared to children who had been living with their families. No sex differences were found in home science performance. Findings showed that the home science teachers did not utilize the available resources effectively and that their instructional methods were traditional. It was found out that there was no text book available in which theory and practical work for the whole syllabus was given and that time allocated for home science teaching was insufficient. The study further revealed that some pupils' performance in home science was af5ected by their inability to read, poor language, inability to comprehend theory work and lack of interest in the subject. Despite all these problems it was found out that there were no remedial classes for the slow learners. Findings showed that the pupils had preferences for certain topics in home science particularly the ones which pro-idej knowledge relevant to their lives. There was evidence that the pupils were exposed to manipulative home 3cience skills at tome, but no assistance in academic or intellectual skills in the subject was given./ Based on these findings a number of recommendations were made. The teachers should be supervised and inspected so that they can lmprove their ir:3":2:'Uctional skills. They should attend seninars, workshops 21d in-service courses in home science and in special education so that they acquire the knowledge and pedagogical skills needed to teach children with learning problems. Pupils should be encouraged to like both theory and practical work in home science and to be given plenty of home work which will challenge them to read home science books. All the time allocated for the teaching/learning of home science should be used as fruitfully as possible. Teachers and pupils should be provided with materials and facilities necessary for the teaching/learning of home science.