A comparative study of self-concept and academic performance of institutionalized and non-institutionalized primary school HIV/AIDS orphans in Kisumu municipality

Abstract

HIV/AIDS was first reported in America in 1981, and since then, about 40 million people world-wide have been infected with the deadly virus. A half of them are found in sub-Saharan Africa (UNAIDS, 2000). With a mortality rate of 700 per day among adults of reproductive age, Kenya is producing orphans at an alarming rate (AIDS in Kenya, 2001). Kenya has lost 1.5 million adults, who have left behind about 1.3 million orphans under 18 years of age (Kenya National Development Plan, 2002-2008). These orphans are usually traumatised due to the multiple losses, isolation, stigma and grief.This comparative study investigated the difference in self-concept and academic performance of institutionalized and non-institutionalized HIV/AIDS orphaned children in Kisumu Municipality. A total of 138 orphaned pupils that is 67 boys and 71 girls participated in the study. The study was based on Rogers‟ (1951) theory on self-concept. Data was analysed using both descriptive and inferential statistics to compare the relationships of institutionalised and non-institutionalised AIDS-orphaned children. The study found out that there was a significant difference in self-concept and academic performance between pupils orphaned by HIV/AIDS living in institutions and those living with extended families, guardian homes and in parental homes. Gender had no significant effect on the self-concept of these children but there was a significant difference in academic performance between boys and girls with the later doing better. It was also discovered that self-concept and academic performance were significantly correlated. It was therefore recommended that since stigma and discrimination was still very rampant in schools, children were to be discouraged from such behaviours to avoid orphans feeling different, and they were to be treated as ordinary children. This would have enhanced their self-concept and academic performance