Kitheka, Joseph Musila (2015) School Factors Influencing Implementation of Child - Friendly Programmes in Public Primary Schools in Kangundo Sub-County, Kenya. Masters thesis, University of Nairobi.
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Abstract
The purpose of the study was to investigate school factors influencing implementation of child-friendly programmes in public primary schools in Kangundo Sub-county, Kenya. The study was guided by five research objectives: To establish how adequacy of physical facilities, school/community linkage psycho-social teacher and provision of teaching and learning materials influenced the implementation of child friendly schools programmes while research objective five sought to assess on child centred teaching methodologies and the implementation of child friendly schools’ in Kangundo Sub County. The study was carried out by use descriptive survey design. The target population comprised of all the 68 public primary schools in Kangundo Sub-county Machakos County. The sample was 20 headteachers, 100 teachers and 364 class 7 and 8 pupils. Data was collected using questionnaires and focus group discussion and analysed by use of descriptive statistics. Findings revealed that schools had inadequate classroom, desks, water and electricity as indicated by majority of head teachers. It was also found out that physical infrastructure in the schools were inadequate as indicated by majority 15(75.0%) of head teachers and majority 58(68.2%) of teachers. Half of headteachers 10 (50.0%) and majority of teachers 54(63.5%) indicated that community involvement in the implementation of child friendly school in the school was effective. Majority 260(77.6%) of pupils disagreed that their parents were supportive in doing homework and that their community ensure they had a child friendly school. Majority 209(62.4%) of pupils agreed that their parents were concerned with their friendly environment. The scarcity of learning materials in the classrooms has been the most serious impediment of the child friendly school model. Based on the study findings, the study concluded that schools had inadequate classroom, desks, water and electricity. It was also concluded that the classrooms in the school were not adequate. It was also concluded that psycho-social and service delivery was practiced to a very great extent in the schools. The study concluded that performance was determined by the wellbeing of a child at home and in the community and that psychosocial support ensures socially and emotionally support for pupils. It was also concluded that teachers helped pupils to understand hard topics. The study recommended that an effort to be made by the school administration to change the attitudes of all members of the school community so that whatever is done is done in the best interests of the learner. Schools should implement student-centred learning process as it allows students to actively participate in discovery learning processes.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Africana |
| Depositing User: | Mr Jude Abhulimen |
| Date Deposited: | 11 Jan 2017 06:32 |
| Last Modified: | 11 Jan 2017 06:44 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/1051 |
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