Relationship between School and Family Related Dynamics on Reading Abilities among Grade One Pupils in Kinango, Kwale County, Kenya
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Date
2021
Authors
Achieng, Okeyo Everlyne
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Reading ability is fundamental for academic and social progress. It even becomes more
important for schooling since it determines learning in all other subjects. However,
reports have indicated that majority of learners in Kinango Sub-County, Kwale County
lack basic reading skills. This affects their understanding of concepts in other subjects,
leading to poor learning outcomes. While pupils‟ acquisition of reading abilities is
largely dependent on teachers‟ guidance, one cannot downplay school and family
related dynamics such as enrolment, attendance and pupils‟ family socio-economic
status, factors which researchers have not paid much attention to. Therefore, this study
purposed to investigate the influence of school and family related dynamics on reading
abilities among grade one pupils in Kinango Sub-County, Kwale County. The study was
guided by the following objectives; to establish the reading abilities of grade one pupils,
to establish the relationship between pupils age during school enrolment and reading
abilities among grade one pupils, to find out the relationship between pupils‟ school
attendance and reading abilities among grade one pupils and to find out the relationship
between family socio-economic status and pupils‟ reading abilities among grade one
pupils in Kinango sub-county. The study was anchored on the Constructivist Learning
theory by Jerome Bruner, which proposes that learning is an engaging process in which
children create ideas, depending on the their past or existing knowledge. The study
utilized a correlational research design. The target population of the study was 5,610
participants comprising of 3,740 parents and 1,870 grade one pupils. Stratified,
purposive and simple random sampling techniques were employed to select respondents
for the study. The sample size for this study was 374 respondents which constituted 10%
of the total population. The sample comprised of 187 parents and 187 learners. Pilot
study was conducted in two schools in Kinango Sub-County. Validity of the instruments
was determined through content analysis by experts whereas reliability was ascertained
through split-half method and Cronbach‟s Alpha coefficient of 0.802 was obtained.
Reading assessment tool, interview schedule and document analysis guide were used to
collect the data. Descriptive statistics which included frequencies and percentages were
used to summarize data while inferential statistics which involved Pearson Product
Moment of correlation was used to establish the relationship between the independent
variables and the dependent variable whereas regression analysis was used to establish
the extent to which the dynamics influenced pupils‟ reading abilities. Data was
presented in graphs, pie charts and tables. The study established that there is a positive
and significant relationship between pupils‟ time of enrolment in school, school
attendance, parents‟ educational background, family social economic status and their
reading abilities. Therefore, the study concluded that pupils‟ school enrolment, school
attendance and family socio-economic status are significant predictors of their reading
abilities. As such, the study recommend that one way of improving learners‟ reading
abilities would be through ensuring timely enrolment and regular school attendance.
Description
A Research Project Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education (Early Childhood Education) in the School of Education, Kenyatta University, October, 2021
Keywords
Relationship, School, Family Related Dynamics, Reading Abilities, Grade One Pupils, Kinango, Kwale County, Kenya