The factors that influence pupils' performance in home science in the SOS special school in Nairobi (a case study)
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Date
1988
Authors
Kinai, Theresia Kavuli
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
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.
Description
Department of Educational Communication and Technology, 106p. 1988