Domestic Violence and Standard One Children’s Academic Performance in Sotik, Bomet County, Kenya
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Date
2018-10
Authors
Jepkoech, Kimetto Mercy
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Domestic violence has been recognized as one of the greatest pervasive and entrenched forms of violence in Kenya. Domestic violence impact on school performance of young children, who go through domestic violence incidences, was the aim of this study. Earlier studies have focused on the developmental outcomes of children who are exposed to domestic violence. However, more research on the impacts of domestic violence on school performance ought to be studied. The study examined the prevalence of domestic violence, school attendance and assessed the academic performance of pupil’s from families experiencing domestic violence and those not and finally looked at factors influencing domestic violence. The study was guided by the Family Systems Theory by Dr. Murray Bowen (1974). The study employed descriptive survey research design. The sample size was 38 parents, 10 local administrators, 38 class one pupils and 17 class one teachers in public primary schools within Sotik Sub-County. The study used stratified and random sampling procedures to come up with a sample. The instruments used were questionnaires and document analysis. Pilot study was conducted to ensure that all the items in the questionnaires were clear and well understood by the participants. Content validity of the instrument was achieved by ensuring that the items covered all variables and objectives of the study, while the reliability was determined by using the test re-test method. The researcher used the Cronbach’s Alpha Coefficient to compute the internal consistency. The reliability co-efficient ranging from 0.65 to 0.85 was considered accurate enough for the purposes of research. Statistical Package for Social Sciences (SPSS) was used to organize data for analysis. Descriptive statistics (frequencies, percentages, means and standard deviations) and inferential statistics such as independent samples t-test were computed to test hypothesis on the impact of domestic violence on performance of standard one pupils. The study found out that 64.7% pupils reported cases of domestic violence to their class teachers on daily basis and thus it affected school attendance and academic performance of pupils. The study therefore recommends that schools should provide proper guidance and counseling for pupils from domestic violence households. Parents should also try as much as possible to do away with domestic violence and fully support their children’s education. Government of Kenya through its judiciary systems should guarantee the enactment of the Protection Against Domestic Violence Bill (2015), so as to lessen the gap of performance of pupils who witness domestic violence and those who may not. Ministry of Education Science and Technology should review or develop new policy that strongly supports parent-teacher relationships to ensure that children exposed to domestic violence are assisted to get an opportunity of regularly attending school and benefit from early learning.
Description
A Thesis Submitted in Partial Fulfillment of the Requirement for Award of the Degree of Master of Education (Early Childhood Studies) in the School of Education, Kenyatta University