Factors influencing academic performance among pupils from war torn countries.The case of Somali refugee children in Estaleigh zone primary schools in Nairobi county, Kenya

Abstract

This study examined the influence of Culture and interpersonal conflict on the academic performance of Somali refugee children in school using seven primary schools in Eastleigh zone. Eastleigh is resident to different communities both locals and people from neighboring countries running away from conflicts and instability in their respective countries. This place has traditionally had majority inhabitants from the northern Kenya region who are Kenyans of Somalis decent, this make it attractive to Somalis from Somalia who feel more at home with fellow kinsmen albeit from a different country to also settle there. Eastleigh boasts of many schools at Pre-primary, primary and secondary levels and other informal places of learning. These institutions are not only used as centers of learning but also expected by parents’ act as centers of trauma healing and rehabilitation of children affected by war. The children however face challenges as soon as they are enrolled in school due to different culture and way of doing things. Somali culture espouses forcefulness and aggression and is less courteous. The aim of the study was to outline the nature and effects of Somali culture, teacher training and interpersonal conflicts on academic performance of the refugee pupils, the objectives of the study are;To investigate the influence of Culture and on academic performance among Somali refugee pupils in primary schools in Eastleigh zone, To enquire how interpersonal conflict influence academic performance among Somali refugee pupils in primary schools in Eastleigh zone and To Analyze the influence of teachers training on the academic performance of the Somali refugee pupil in Eastleigh zone. Following Galtung’s theories, the study demonstrated the need to address deeper symptoms of “cultural violence” that Somali refugee children also face. The study employed descriptive research design. A purposive sample of 7 head teachers, 42 teachers and 300 children, was drawn from the target population of 1000 students, 140 teachers and 7 head teachers drawn from 7 primary schools in Eastleigh zone. Data was collected using questionnaires; the study relied on both qualitative and quantitative methods of data analysis. The Data was synthesized and reported thematically. Major findings from the study imply that lack of understanding of the English language by the refugee pupils, affect their academic performance immensely, the study also established that, religion affects the academic performance of the refugee child to a great extent, the researcher established that the children do leave school early to go and attend madrasas, this in turn affects their academic performance, further, the study established that early marriages also do affect the academic performance of the refugee pupils. The researcher recommended that, the teachers should work in collaboration with the local authority to discourage early marriages, the school head teachers should ensure that their teachers do receive training on how to handle refugee pupils. Finally the study recommended a similar study to be carried out on other regions with a high number of refugee pupils.