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dc.contributor.advisorSirera Mereciaen_US
dc.contributor.authorNtwiga, Harriet Kagendo
dc.date.accessioned2023-08-10T12:49:29Z
dc.date.available2023-08-10T12:49:29Z
dc.date.issued2023
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26760
dc.descriptionA Project Submitted to the School of Humanities and Social Sciences in Partial Fulfillment of the Requirements for the Award of the Degree of Masters in Counselling Psychology of Kenyatta University May, 2023en_US
dc.description.abstractNumerous psychosocial issues have been addressed with counselling, but little is known about the efficacy of counselling in mitigating truancy among primary school students in Maara Sub-County in Tharaka Nithi County, Kenya. This study was anchored on Common Factor Theory (CFT) and social learning theory to examine the impact of counselling in reducing truancy among public primary school students. The study was guided by the following specific objectives: to establish the prevalence of truancy among pupils; to evaluate the efficacy of counselling in addressing school-environmental issues that affect truancy; to assess the effectiveness of counselling in addressing specific issues that lead primary school students; and to establish a mechanism that might be used to improve truancy counselling in Maara Sub County. This study targeted a total of 30 head teachers, 800 pupils and 497 teachers from all the primary schools in Maara Sub-County. Ten head teachers were chosen using a purposeful sampling method. Five teachers were chosen at random from each of the ten schools using the random sample technique. Simple random sampling method was used to select 8 pupils from each of the 10 sampled schools. A total of 140 respondents composed of 10 head teachers, 50 teachers and 80 pupils were selected for the study. Both qualitative and quantitative data were gathered using questionnaires and interview guide. A pilot survey was conducted in two public primary schools in Meru County to assess the appropriateness of the study instruments. The supervisory evaluation of the tools and pilot study ensured the validity of the research tools. On the other hand, the correlation coefficient made sure that the instruments were reliable. Inferential and descriptive statistics, notably the correlation coefficient, were used to analyse quantitative data, which was then displayed in frequency tables, bar graphs, and pie charts. For qualitative data, themes were created based on the objectives of the study. From the findings (68.8%) of the students said they had never missed class without a legitimate excuse, while 21.3% said they had done so once and 5% had done so twice illustrating that there is some level of truancy in Mara Sub County of Tharaka Nithi County Kenya. Findings further revealed that counselling had increased retention and class attendance among pupils in primary school under study to a great extent at 50%, which suggests that it is an effective tool in control and management of truancy. In addition, security in school and safety of learners improved the extent at 54%, good-peer relationship to greater extent at 46%, behaviour and discipline among pupils to some extent at 52%, retention and class attendance to great extent at 50% and school attendance frequency to some extent at 52%. The test between counselling and environmental factors produced a correlation coefficient of r=.269 and a significant level (p-value=.000). As for counselling and individual factors predisposing students to truancy, the study results indicate a correlation coefficient of r=.763 and a significant level (p-value=.000) both of which were below the predetermined threshold of significance (p-value<0.05). Counselling on personal and environmental factors improved children‘s attendance in public primary schools in Maara sub-County, however, there services are challenged by safety issues, lack of parental involvement and lack of support from the head teachers. .Based on the findings the study recommends that school principals develop and put into practice additional strategies and procedures, such as supporting teacher counsellors in their executive positions and mentoring initiatives. If these behaviours are not addressed, they will impede students' progress, which will be a significant setback for completion rates.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectThe Roleen_US
dc.subjectCounsellingen_US
dc.subjectMitigating Truancyen_US
dc.subjectPublic Primary School Pupilsen_US
dc.subjectTharaka Nidhi Countyen_US
dc.subjectKenyaen_US
dc.titleThe Role of Counselling In Mitigating Truancy among Public Primary School Pupils in Tharaka Nidhi County, Kenyaen_US
dc.typeThesisen_US


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