| dc.description.abstract | The purpose of the study was to examine the influence of language
related factors on academic performance among urban refugees; a case
of Mwiki and New Eastleigh primary schools, Kenya. To achieve this,
research questions on influence of language policy, remedial language,
teaching methods and possible strategies used to meet the objectives of
the study. The study adopted a case study design to determine the
influence of language related factors on academic performance among
urban refugees. The study used a sample of 2 head teachers, 30
teachers and 50 urban refugee pupils. Data was coded and classified
into major themes from which a summary was made. Qualitative data
was analyzed using descriptive statistics supported by tables, piecharts,
frequency distribution tables and percentages. Data analyzed
formed the basis for research findings, conclusions and
recommendations. The findings from this study could be useful in
providing policy makers, County Directors of Education, the Ministry of
Education, the Government of Kenya and National and International
Non Governmental Organizations with essential information on the
influence of language related factors on academic performance among
urban refugees. Urban refugees can be given equal access and quality
education by the government by ensuring that they are taught and
tested in languages they understand as they learn the official
languages. Teachers handling urban refugee pupils could be given
special training and where possible teachers who share the urban
refugees’ cultures could be hired to assist in the implementation of the
curriculum. Above all, suitable language teaching methods and
strategies could be adopted to ensure quality teaching and learning
among urban refugees in Kenya. | en_US |
