School factors influencing implementation of child friendly programmes in public primary schools in Kangundo sub-county, Kenya
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.
Publisher
University of Nairobi
Description
Thesis
Collections
- Faculty of Education (FEd) [5964]