Assessment of coping strategies by orphaned learners and their academic achievement in selected primary schools in Kenya

Abstract

Orphan hood is a depressing status in life time that one would wish never to occur in any family set up due to its adverse effects. Despite the vulnerable status of the orphaned learners, every child in Kenya has a right to quality education that should lead to good performance and achievement of Universal Primary Education (UPE). Due to their vulnerability, majority of orphaned learners are widely affected and unable to attain good performance. However there are exceptional cases where some orphaned learners perform well and attain high marks which enable them to join good secondary schools and pursue their education very well. The study therefore assessed coping strategies by such exceptional orphaned learners and their academic achievement in Winam Division in Kisumu County. Descriptive survey design was used in the study. The study population consisted of 43 head teachers, 516 teachers and 3042 orphaned learners in 43 mixed public primary schools. Random sampling technique was used to select 13 schools from 43 schools. These are 30% of the total number of study population. Simple purposive sampling technique was used to select 13 head teachers from the 13 selected schools. 3 orphaned boys and 3 orphaned girls from std 6, 7 and 8 were also selected using simple purposive sampling technique. 3 teachers from upper primary were selected using random sampling technique from the selected schools. Data was collected by questionnaire, interview schedule and document analysis. Supervisors from the department of Curriculum Instruction and Education Media determined the face validity by making adjustments on the items in the instruments. Reliability of the instruments was determined through pilot study in 2 schools which were not included in the study and the weaknesses noted on the instruments were corrected. Quantitative data was analyzed using frequency counts, means, percentages and standard deviation. Data from the interviews were organized into themes and sub-themes as they emerged through the objective. The study established that most orphaned learners (44.06%) in Winam Division stay with older siblings. Orphaned learners in the division lacked some basic needs which had the lowest mean score of 1.843 and lack of guidance from adults with a mean score of 2.633. Hard work, personal ambition, role models from their schools and guidance from teachers were the most outstanding factors that enabled orphaned learners to perform well in their academics. The study concluded that orphaned learners set targets and work hard to achieve the set targets. They also confide in teachers while in school and defy the odds and challenges facing them. The study therefore recommends that grandparents who care for the orphans but are not assisted by the government be supported financially through such programs, the Ministry of Health in collaboration with other stake holders should launch health and nutrition program in schools where the program has not yet been started. Life skills education should be examined like any other subject in the curriculum. There should be a vote head under FPE to cater for orphaned learners’ school requirements. School administration should link orphaned learners who perform well with sponsors to ensure that they continue with their secondary education. Future researchers will get baseline information for further research useful to orphaned learners both in primary and secondary schools.