effects of family separation on learning in ecde children aged 4 – 5 years in githobokoni zone, ...

7/24/2019 EFFECTS OF FAMILY SEPARATION ON LEARNING IN ECDE CHILDREN AGED 4 5 YEARS IN GITHOBOKONI ZONE, GAT

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EFFECTS OF FAMILY SEPARATION ON LEARNING IN ECDE

CHILDREN AGED 4 5 YEARS IN GITHOBOKONI ZONE,

GATUNDU NORTH DISTRICT,

KIAMBU COUNTY.

By

NDIRANGU ZACHARIA KAHARI

ADMISSION NUMBER

024

A Ree!"#$ P"%&e#' S()*+''e +- P!"'+! F(/+*e-' /%" '$e

Re(+"e*e-'

O/ D+1%*! +- E!"y C$+$%% E(#!'+%- Dee%1*e-'

F%(-!'+%- I-'+'('e %/ A/"+#!

2034

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DECLARATION

I declare that this research project is my original work and has not been presented for an award in

any other institution.

Sign:..Date:..

Ndirangu Zacharia ahari

Inde! No:

"his research project has been submitted for e!amination with our appro#al as $oundation

institute of %frica college Super#isors.

Sign:.Date:.

Da#id &aina amau

'ecturer

$oundation institute of %frica

Sign:.Date:.

Da#id uria Ng(ang(a

'ecturer

$oundation Institute of %frica

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DEDICATION

"his research project is dedicated to my dear wife and my family members for their support and

inspiration during my studies.

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ACKNOLEDGEMENT

I wish to e!tend my gratitude to my college super#isors who ha#e worked hard to see me

succeed in carrying out this project. Special thanks to the college administration for their effort in

creating a good learning atmosphere during my studies. "o all my college mates who together we

encouraged each other throughout the study.

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LIST OF FIGURES

$igure ).*: children from separated families

$igure ).+., -ender of children from separated families

$igure ).+.* -ender

$igure ). /elationships between family separation and children(s academic performance

$igure ).) 0ow children from separated families sociali1e with other children

$igure ).2 In#estigating school attendances of children from separated families

$igure ).3: causes of single parenthood

LIST OF TABLES

"able ).* 4resence of children from separated families

"able ).+ -ender of children from separated families

"able ). /elationship between family separation and children learning

"able ).) 0ow children from separated families sociali1e with others

"able ).2 In#estigating children attendance of children from separated families

"able ).3 5auses of single parenthood

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ABSTRACT

"his research is on the effects of family separation on learning in 65D6 children aged ) to 2

years. "he area of study will be in -ithobokoni 1one7 &ang(u di#ision7 -atundu North District

of iambu 5ounty. "o collect the re8uired information7 the researcher will use 8uestionnaire for

teachers and parents and inter#iews schedules for the children. "he researcher intends to find out

whether academic performance of children from separated families is poor as compared to that of

children from cooperati#e families. $indings elsewhere suggest that children from troubled

families perform poorly in school. 6ntering preschool is a major step in the learning journey of a

child. % preschool is the first formal academic education setting and the e!perience the child

goes through determines their learning in later stages. If the transition to preschool is positi#e7 it

becomes the model for future transitions. Successful transition is dependent of a number of

factors. "he main ones are the presence of book7 tele#ision7 and assistance by the parent. 4arents

should not only focus on teaching children manners but also should spare some time to assist

them in their formal education. 6!tra by parents held children successfully na#igate changes that

occur in the first few years of the life of a child. In a society7 a child is e!pected to beha#e in a

certain manner and perform certain roles other than undergoing formal education. 4arents guide

their children li#e according to e!pectations7 perform their roles7 and achie#e education target. If

the transition is successful7 the children de#elop a healthy sense of identity within the community

in the short and long term. "he most important step in the life of children is graduating from

kindergarten and primary school. "he transition process could also be cultural rite of passage.

"his research paper discusses some of the factors that hinder the transition process.

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*.** %bbre#iations and %cronyms

.5.4.6: enya 5ertificate of 4rimary 6ducation

65D6: 6arly 5hildhood De#elopment 6ducation

65D: 6arly 5hildhood De#elopment

&.9.6: &inistry of 6ducation

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CHAPTER ONE

INTRODUCTION

"he chapter focuses on background of the study7 the statement of the problem7 purpose of the

study7 the research objecti#es7 significance of the study7 scope7 and limitation of study and

operational terms used in this project work.

3.3 B!#6"%(- %/ '$e S'(y

%ccording to estimates7 access to 65D6 ser#ices is low at 2,. "he national target is to raise

access to ;, by year +,*2. "he ministry of education7 working together with partners7 is

committed to increase to 8uality 65D6 ser#ices . "he ministry says

that there are parents who neglect their children physically7 emotionally7 or spiritually. "he

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neglecting parent fails to meet the child(s needs or ha#e control of his or her children. In this

regard7 the researcher intends to carry out research on the effect of family separation on 65D6.

5ounseling psychologists ad#ice that a child who is e!posed to an abusi#e family en#ironment is

likely to grow up to be an abuser. "his is because7 home is a learning en#ironment and children(s

altitude to and about life stems from what they see their parents doings.

No nation can afford to waste its national resources or education of its people7 but that is what is

happening where children fail to achie#e their full academic potentiality. 5onduci#e home

en#ironment where the father and mother li#e in harmony pro#ides the initial learning of the

child. 6ffects o/family separation on 6arly 5hildhood De#elopment 6ducation can be

de#astating in their performance.

"he researcher in -ithobokoni 1one7 -achege Sub?location7 &angu Di#ision7 -atundu North

District7 iambu 5ounty7 therefore sets out to find out these effects. It has )) schools7 *@ public

schools and +2 pri#ate schools with enrollment of ++73+) pupils.

"he performance of pupils is good as many schools are able to attain +2, marks mean score in all

classes on e!ams prepared locally and in the 546. "he area of study is also affected by many

separations7 where children are left with single parent or left under the care of their grandparents.

&any of these separations are caused by:

A 6!cessi#e use of illicit brew

A 4o#erty ?where the man is unable to pro#ide for the family hence the wife runs away.

A Interference by the in?laws

A Bnfaithfulness by any of the two parents

A Death of a parent

A Desire for independence especially with the modern class?working ladies

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&any of these separations makes the children to be mo#ed from their schools to others areas they

are not used to. Sometimes they are not enrolled to any school.

In some instances7 they are kept at homes waiting for the parents to resol#e their disputes7 which

may take a longer time than anticipated7 hence children missing classes. Cith all the abo#e stated

ad#ersaries7 the performance of the said group of children may be affected in one way or another.

"he researcher therefore wants to find out the effects of family separation on 65D6 children

performance.

%ttles focus on different #ariables that may affect student academic achie#ement. Such

factors include gender7 socioeconomic status7 and family type. "heir research stated two different

#iewpoints7 focusing on the impact of fathers in a household.

%nguiano 5alifornia de#eloped a cross?cultural study where he found that

socioeconomic backgrounds are another issue that affects academic achie#ement of children. In

a single parent family7 only one income is being gathered. "his limits families with the resources

and support that children need at home and in school.

4arental in#ol#ement is one of the major issues that affect academic achie#ement. If parents are

not capable of pro#iding time for their children7 the li#es of the children will be affected. 4arents

should not only be in#ol#ed at home7 but in school as well. "he National 5enter for 6ducation

Statistics reported that children from grades 3 through *+ earned %(s if their parents were

in#ol#ed in school acti#ities 'am .

&arjoribanks researched the E$amily?School /esearch 4rojectF which is designed to

determine any patterns that are e#ident between the life of a child at home and their successes in

school. &arjoribanks also goes on to mention the factor of parental support as an affect

of student academic achie#ement.

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&arjoribanks mentions a few different issues that need to be considered when discussing

single parent families. 4arental support and economic hardship are amongst the se#eral factors

of academic achie#ement. "he article also mentions discipline issues. Single parents are not

able to set ground rules for their children7 so e!pectations cannot be set in the household.

&ar1ano &ar1ano focus on how family structure affects achie#ement. "he main part

of their research is that parental e!pectations of their children were the predictor of how their

children performed academically. If parents established high e!pectations for their children7 then

they would perform well in school. If no e!pectations were set7 students performed poorly and

became stressed.

&ichael takes another approach where remarriage and reconstructed families are

considered. In a reconstructed family7 parents were separatedGdi#orced and the parents remarried

someone else. "his may not benefit all children e#en though there is now a two?parent

household. "here may be hatred and anger towards the EnewF parent coming from the children.

%n article found in 9ne 4arent $amilies &ichael states that it is Eless desirable for

children to be brought up by one parent than two parentsF. "his is a common statement amongst

many different researchers. "he article focuses most importantly on why single parent families

affect academic achie#ement.

3.2 S'!'e*e-' %/ '$e P"%)e*

"he researcher intends to carry out a research on the effects of family separation on learning in

65D6 children aged ) H 2 years in -ithobokoni 1one7 -atundu North District7 iambu

5ounty."he research finding may help to find out solutions to the problems effecting academic

performance in 65D6 children.

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3.7 P("1%e %/ '$e S'(y

"he researcher intends to carry out research in order to come out with the probable solutions to

the problem.

"he researcher intends to resol#e the issues of numerous causes of separation reported in #arious

schools in -ithobokoni 1one7 -achege Sub?location7 &angu Di#ision7 -atundu North District7

iambu 5ounty and establish whether those separation cases ha#e any effect on 65D6 childrens

performance.

3.4 Ree!"#$ O)&e#'+e

A "o establish whether there are 65D6 children aged )?2 years from separated families

in -ithobokoni 1one7 -achege Sub?location7 &angu Di#ision7 -atundu North

District7 iambu 5ounty.

A "o find out the le#el of childrens performance aged )?2 years in -ithobokoni 1one7

-achege Sub?location7 &angu Di#ision7 -atundu North District7 iambu 5ounty.

A "o identify the effects of family separation in 65D6 centers in -ithobokoni 1one7


3.5 Ree!"#$ 8(e'+%-

"heresearcher will be guided by the following 8uestions:

i. Chat causes family separationsJ

ii. Chat are the characteristics of children from separated familiesJiii. Chat is the relationship between the children from separated families and their learningJ

3.9 S+6-+/+#!-#e %/ '$e S'(y

/esearch outcome may be used by teachers to help children from separated families o#ercome

their emotions. /esearch findings may also be used by department of guidance and counseling to

conduct seminars to minimi1e family separation in the areas co#ered in the research. 4ro#incial

%dministration may also use the research outcome to ad#ice family in retaining their relationship

for the sake of 65D6 children. 65D6 children and other caregi#ers may use the research finding

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to know of the e!istence of such children and de#elop positi#e attitudes towards children from

separated families.

3.: +*+'!'+%- %/ '$e '(y

"he researcher may face the following limitations.

A Some teachers may be hesitant in gi#ing the correct data of children from separated

families. Some also may ha#e negati#e attitude towards the research.

A "he researcher might face some challenges such as people thinking that the research is to

be carried out and later be used to borrow money from donors and other non?go#ernmental

organi1ations for indi#idual gains.

A Some teachers may fail to fill the 8uestionnaires in good time7 this may force the

researcher to #isit school more than anticipated.

3.;De+*+'!'+%- %/ '$e S'(y

"he researcher may reduce the area to be co#ered.

"he leaders in the 1one are familiar with the researcher hence he will not be denied the

chance to conduct the research and collect data in the schools. "he researcher understands the language of the catchment area hence there will be no

misunderstanding.

"he researcher has the knowledge and is familiar with the geographical site of the area.

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3.30 De/+-+'+%- %/ '$e Key Te"*

Kroken $amilies: $amilies where parents ha#e separated

5hild: %ny person aged between )?2 years in -ithobokoni 1one7 -achege Sub?

location7 &ang(u Di#ision7 -atundu North District7 iambu 5ounty.

Di#orce: 6nding a marriage relationship either formally or informally

Donor: Cell wisher willing to assist with finance for a certain course

6ffects: 4roblem that may hinder achie#es the best in academic performance.

Illicit: Illegal

4artner: "hose working with &inistry of 6ducation for achie#ing the desired

objecti#es of education

CHAPTER TO

LITERATURE RE=IE

2.0 I-'"%(#'+%-

"he chapter focuses on literature re#iew how one parent raises the children7 why children area

affected by separation7 problem children faces because of separation.

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2.3 R!++-6 ! C$+ %- Y%(" O>-

/aising children as a result of separation is more associated with women than with men. "here

are more men walking out of marriage than e#er before lea#ing their wi#es to struggle with raising the

children.

"here are also men raising their children alone but in many cases are widowers. 0ow one end up

taking care of the children tends to determine the way heGshe relates to themJ %ccording to Lohn

&uturi 4arenting and $amily7 mothers ser#e as role models for

their daughters.

"hey pro#ide e!amples of how to be indi#idual7 a mother7 and a wife. $athers howe#er7 teach

their daughters how to regard themsel#es7 what kind of relationship is healthy7 what to look for in

a partner7 and what to e!pect of men in co?parenting relationships.

In her book "raining up a 5hild7 Nancy Man says that girls relationships with her father

profoundly affects her life more often than her relationship with her mother. "he little girl who

has a comfortable7 communicati#e7 and supporti#e relation with her father as she grows up is at

an ad#antage when it comes to academic achie#ement in areas related to "echnology Science and

&athematics. She is also able to a#oid pitfalls such as early marriage and teenage pregnancy.

5hildren from single parent home generally perform poorly compared to their counterparts from

two parents( homes. Single parent homes earn less and parental contact with children is minimal.

It is thought that the situation in -ithobokoni is not any different. Single parents raising children

alone face myriads of difficulties. 5onse8uently7 their children do not perform well in school.

"his project proposes to study the phenomenon in -ithobokoni 1one.

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2.2 H%> C$+"e- !"e !//e#'e )y Se1!"!'+%-

%ccording to Cayne 4arker7 some fathers and mothers see di#orce as issue we just cant get

along anymore

"he marital relationship has far?reaching effects on children7 e!tended families7 friends7 and

others.

"he following are some perspecti#es on the #iew of children in a di#orcing family:?

$ear of 5hange: many things changes7 not just that mother or dad will not be around they may

lose contact with the e!tended family on one side or the other7 their bedtime7 mealtime and after

school7 routines may change. It is a state of uphea#al.

$ear of being abandoned: when both mum and dad are at odds and are separated or considering

it7 children ha#e a realistic fear that if they lose one parent7 they may lose the other. "he concept

of being alone in the world is a #ery frightening thing for a child.

'osing attachment: children who ha#e a natural attachment for their parents also fear losing other

secure relationship friends7 pets7 and siblings( neighbors and so on. Sometimes children are

simply attached to their surrounding and mo#ing into new surrounding can cause an

understandable negati#e reaction.

5oping with parental tension: parents who try to turn their children against the other spouse

create an impossible situation for that child

5hildren from single parent homes suffer from economic hardships. % single parent is sometimes

unable to raise enough resources to cater for the needs of the children. "herefore7 children lack

basic needs. "his affects their academic performance.

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%fter separation7 a single parent lacks time for children to monitor their performance. Cithout

in#ol#ement in their academic performance or work7 the child loses focus in his or her academic

work. "his translates into poor performance.

% single parent is unable to discipline their children effecti#ely. "his is largely due to declined

in#ol#ement or monitoring of the children. Indiscipline affects academic performance.

2.7 P"%)e* /!#e )y C$+"e- %/ Se1!"!'e F!*++e.

%ccording to school safety manual7 &inistry of 6ducation in conjunction with 5hurch Corld

Ser#ice when children are denied basic needs like lo#e7 security7 warmth and praise they

are likely to face problems like:

5hronic lack of self?esteem and low self?confidence: society considers single parent homes as

incomplete. "his perception may create low self?worthy in children. the presence of a father in a

family instill a sense a significance in children. Cithout a father7 as most single families do not

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ha#e a father7 children de#elop low self?esteem. 5onse8uently7 they do not work hard enough or

engage in destructi#e beha#ior such as drug use or early se!.

Immature emotional response7 regression7 and neurotic beha#ior: this beha#ior is directly related

to psychological difficulties that accompany being brought up in a single parent home. "o

compensate for the sense of worthlessness7 children become neurotic and e!hibit aggression and

immature beha#ior.

Demanding beha#ior7 attention seeking7 and inappropriate beha#ior towards non?parental adults:

this beha#ior is to poor self?image and mental health.

Cithdrawn beha#ior7 failure to make friends or sustain friendships: the children refuse to

sociali1e with others and withdraw.

$ear of new tasks not wanting to e!periment or join in de#elopment and learning delays: this

happens because the child negati#ely affected psychologically and has low self?esteem.

2.4 T$e E//e#' O/ D+%"#e %- #$+"e-

%ccording to &utie Ndambuki 7 guidance for schools and colleges di#orce is not often

the great relief couples hope for the children who are caught in the crossfire are the most hurt

physically7 emotionally and spiritually. "he effects are common on children of all races.

Di#orce represents the loss of many things to children. "he following roles of fathers and

mothers may not be fulfilled in their li#es of children from broken families.

/oles of a father

4rotecting the family

4ro#iding for the family

4ro#iding guidance

9ffering companionship

"raining children on life skills

4ro#iding leadership

4ro#iding spiritual guidance

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/oles of a mother

5aring for the family

4rotecting the family

Nurturing children

5arrying out household chores 'istening to children(s problems and offering them guidance

Kringing balance to the family7 mentally and emotionally

&oti#ating children to be better in future

In addition to the loss of support children get from one parent during their upbringing7 they also

face the following difficulties:

A Krothers or sisters who are often separated

A % familiar and secure li#ing situationA % sense of togetherness with friends7 schools7 neighborhood and religious groups

A $inancial stability when one parent is the sole breadwinner7 children at different ages

is affected by di#orce in different ways.

4ossible effects on unborn children and infants include:

4remature births: children often born underweight7 complications with digestions7 e!cessi#e

crying7 inability to sleep7 and interference with breastfeeding and submitting a child to diseases7

which may later affect the performance of the child in school

5hildren of ages of )?2 years

A %t this stage children get upset by circumstance to take on responsibilities of adults

looking after younger siblings and households task

A "hey blame themsel#es for separation of parents.

A De#iate beha#ior to win the sympathy of the parents is sometimes displayed.

A "hey e!perience isolation and withdrawal.

A Ked wetting7 nail biting stealing etc7 which are often symptoms of a sense of insecurity7 is

common.

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A "hey may feel embarrassed and disappointed.

A "hey could also de#elop a negati#e self?image.

A "heir school performance could drop drastically.

A "hey may lose faith in -od who is seen as ha#ing allowed the breakdown.

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CHAPTER THREE

RESEARCH METHODOLOGY

"his chapter will describe the research design7 location of study7 target of study7 research

instruments and data collection.

7.0 I-'"%(#'+%-

"he study will in#estigate the effect of family separation in 65D6 children aged )?2 years in

65D6 centers in -ithobokoni 1one7 -achege Sub?location7 &angu Di#ision7 -atundu North

District7 iambu 5ounty.

"he procedures to be used in the study are discussed. "he study will describes research design7

study sampling procedures7 target population sample method7 location of the study7 data analysis

and techni8ues.

7.3 Ree!"#$ De+6-

"he researcher will use descripti#e sur#ey and aims at in#estigating the effects of family

separation on 65D6 childrens performance. "he study will use 8ualitati#e and 8uantitati#e

methods7 which will in#ol#e numbers and categori1ing of data.

Sur#ey design is the best because effects of family separation in 65D6 children performance are

studied after occurrence and the effects are already e!perienced.

7.2 L%#!'+%- %/ '$e S'(y

"he researcher intends to conduct research in se#en public schools in -ithobokoni 1one7


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7.7 T!"6e' 1%1(!'+%-

"he researcher intends to conduct the study in the *@ public primary schools in -ithobokoni

1one7 -achege Sub?location7 &angu Di#ision7 -atundu North District7 iambu 5ounty."he

researcher focused on getting data by handling 65D6 children aged )?2 years.

7.4 S!*1+-6 Te#$-+(e !- S!*1e P"%#e+("e

"he researcher will use non?probability sampling to get the sample si1e. 5on#enience sampling

will be in#ol#ed7 as the researcher may not get ample time to #isit all the *@ public primary

schools. Se#en schools in the 1one will be selected for data collection. "hese schools are ajabi7

aibere7 amunyaka 5entral7 &unyaka7 Ndiko7 and St. -abriel ahata.

7.5 Ree!"#$ I-'"(*e-'

"he researcher will de#elop 8uestionnaire7 which will be filled by teachers handling 65D6

children aged )?2 years in -ithobokoni 1one7 -achege Sub?location7 &angu Di#ision7 -atundu

North District7 iambu 5ounty7 and parents.

7.9 D!'! C%e#'+%- P"%#e("e

"he researcher will #isit the sampled schools7 e!plain to the teachers7 and finally issue them with

8uestionnaires. "he researcher will gi#e the teachers filling the 8uestionnaires two days and

re#isit the schools to collect the distributed7 filled 8uestionnaires.

7.: D!'! A-!y+ Me'$%

Ouantitati#e method of analy1ing data will be used. "he researcher will analy1e the data

collected from the study using fre8uency distribution tables7 bar graphs7 and pie charts.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND PRESENTATION

4.3 I-'"%(#'+%-

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"he data is presented through tables and descripti#e statistics. Interpretation and analysis of data

is gi#en. "he general summary is arranged according to the order of objecti#es of the study.

4.2 Te!#$e"? Re1%-e

"he 8uestionnaire was in#estigating the presence of children from separate families in

-ithobokoni Zone7 &ang(u Di#ision7 -atundu North District of iambu 5ounty.

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T!)e 4.3@ P"ee-#e %/ #$+"e- /"%* e1!"!'e /!*++e

Schoo

l

-acheg

e

ajab

i

aiber

e

amunyaka

central

Ndik

o

&unyak

a

ahat

a

$re8uenc

y

4ercentag

e

Pes + ) + * = + + +, *,,

No

"ota

l

+ ) + * = + + +, *,,

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F+6. 4.3 /+6("e $%>+-6 #$+"e- /"%* e1!"!'e /!*++e

0

1

2

34

5

6

7

8

Children from separated families

Children from separated

families

During obser#ation period7 the researcher obser#ed the presence of children aged )?2 years

attending 65D6 classes from separated families in -ithobokoni Zone7 &ang(u Di#ision7

-atundu North District of iambu 5ounty.

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T!)e. 4.2 Ge-e" %/ #$+"e- /"%* e1!"!'e /!*++e

Schoo

l

-acheg

e

ajab

i

aiber

e

amunyaka

5entral

Ndik

o

&unyak

a

St. -abriel

ahata

$re8uenc

y

4ercentag

e

-irls + * * , 2 * * ** 22

Koy

s

, * * + * * @ )2

"ota

l

+ ) + * = + + +, *,,

$rom the table7 the researcher found out that family separation affects girls at 22 compared to

boys( )2.

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F+6. 4.2.0 /+6("e $%>+-6 6e-e" %/ #$+"e- /"%* e1!"!'e /!*++e

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0

1

2

3

4

5

6

No of boys from separated

families

No. of girls from separated

families

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F+6 4.2.3P+e C$!"' $%>+-6 6e-e" %/ #$+"e- /"%* e1!"!'e /!*++e

Gender

oys !45"#

$irls !55"#

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T!)e 4.7 Re!'+%-$+1 )e'>ee- /!*+y e1!"!'+%- !- #$+"e-? !#!e*+# 1e"/%"*!-#e

School -acheg

e

ajab

i

aiber

e

amunyaka

5entral

Ndik

o

&unyak

a

St.

-abriel

ahata

$re8uenc

y

4ercentag

e

M. -ood , , , , , , , , ,

-ood , , , , * , * + 2%#erage , * + , ) * , ; ),

Kelow

a#erage

+ , * + * + ** 22

"otal + ) + * = + +* *,,

$rom the obser#ations made by the researcher7 family separations affect the performance of

65D6 children aged ) to 2 years. "his is shown by ha#ing an occurrence of 22 per cent of

children being below a#erage and only 2 per cent who are termed to be good.

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F+6 4.7 P+e C$!"' $%>+-6 Re!'+%-$+1 )e'>ee- /!*+y e1!"!'+%- !- #$+"e-? !#!e*+#

1e"/%"*!-#e

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Relationship between family separation and childrens academic performance

%. $ood !0"#

$ood !5"#

&'arage !40"#

elo( &'arage !55"#

"he 8uestions were in#estigating how children from separated families sociali1e with other

children

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T!)e 4.4 '!)e $%>+-6 $%> #$+"e- /"%* e1!"!'e /!*++e %#+!+e >+'$ %'$e" #$+"e-

School -acheg

e

ajab

i

aiber

e

amunyaka

central

Ndik

o

&unyak

a

St.

-abriel

kahata

$re8uenc

y

4ercentag

e

M.

-ood

* , , , , * * *2

-ood * * * , , * = 2

$air , * * ) * , *, 2,

"otal + ) + * = + + +, *,,

$rom the table abo#e7 the researcher was able to obser#e that some children from separated

families are able to sociali1e well with others ha#ing an occurrence of *2 percent while the

majority with an occurrence of 2, percent fairly sociali1es with other children.

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F+6 4.4 P+e C$!"' $%>+-6 $%> #$+"e- /"%* e1!"!'e /!*++e %#+!+e >+'$ %'$e"

#$+"e-

How children from separated families socialize with other children

%. $ood !15"#

$ood !35"#

)air !50"#

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T!)e 4.5 T!)e $%>+-6 '$e I-e'+6!'+%- %/ S#$%% A''e-!-#e %/ C$+"e- /"%*

School -acheg

e

ajab

i

aiber

e

amunyaka

5entral

Ndik

o

&unyak

a

St.

-abriel

ahata

$re8uenc

y

4ercentag

e

/egular , , , , , + , + *,

Irregula

r

) * 3 + * * *; @,

"otal ) * 3 + * +, *,,

"he table re#eals that children from separated families are irregular in school attendance with

pre#alence of @, per cent.

36


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F+6 4.5 P+e C$!"' $%>+-6 '$e I-e'+6!'+%- %/ S#$%% A''e-!-#e %/ C$+"e- /"%*

Se1!"!'e /!*++e

Investigating school attendance of children from separated families

*eg+lar !10"#

,rreg+lar !90"#

"he 8uestion was in#estigating the main cause of these children being under the care of one

parent.

37


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T!)e 4.9 T!)e $%>+-6 '$e #!(e %/ +-6e 1!"e-'$%%

School -acheg

e

ajab

i

aibere amunyaka

5entral

Ndik

o

&unyak

a

St.

-abriel

ahata

$re8uenc

y

4ercentag

e

Di#orce + * , * * *, 2,

Death , * * , * , * 3 ,

Ne#er

married

* , , , + * * ) +,

"otal ) + , 3 + +, *,,

"he table re#eals that the main cause of separation was di#orce. 0alf of children from separated

families come from parents who ha#e di#orced.

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F+6 4.9 F+6("e $%>+-6 '$e #!(e %/ +-6e 1!"e-'$%%

Cause of single Parenthood

-i'ore !50"#

-eath !30"#

Ne'er /arried !20"#

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CHAPTER FI=E

SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 I-'"%(#'+%- I- S(**e"y F%"*

"his chapter consists of a brief summary of the whole research study7 which relates to research

problem7 research methodology7 results7 and major contributions.

5.3 S(**!"y

"he main reason the researcher decided to carry out study on this problem was to find out the

effects of family separation of 65D6 children in relation to performance in -ithobokoni Zone7

-achege Sub?'ocation7 &ang(u Di#ision7 -atundu North District of iambu 5ounty. "he

researcher found out that all 65D6 centres in#ol#ed in the course of the study ha#e *,,

occurrence of children from separated families. &ajority of the children were boys with 22 per

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cent and girls with )2 per cent. &ost of the school #isited for research purpose had a positi#e

response of ha#ing more than one case of such children in their classes and some ha#ing up to

se#en cases. 5hildren from separated families are affected physically7 emotionally7 spiritually

and socially. 5hildren from separated families are sometimes forced to do tasks7 which are not

theirs such as taking case of the siblings.

5.2 C%-#(+%-

Separated families should a#oid conflicts o#er their children #isit to either of parent. "hey should

a#oid 8uestioning children about other spouse(s affairs. "hey should try not to lie to children

about their differences and in#ol#ing children in their personal relationships.

5.7 Re#%**e-!'+%-

"he best solution would be for parents to resol#e their differences and if this does not happen7

the following precautions should be taken to help the children.

4repare children psychologically before any di#orce

Show lo#e and concern for the children

'et the children talk about the di#orce

4arents should be acti#e listeners to children(s #iews on di#orce and they should be

patient

5hildren should be allowed to e!press their emotions through crying. It is a part a healing

"hey should be assured that they are not to blame for the di#orce

%ssign trustworthy adults7 Sunday school teachers7 relati#es7 or youth leader to play the

role of the missing parent

5aregi#ers should inculcate trust in -od in those children

5aregi#ers should help children build their self esteem

Re/e"e-#e

%nguiano7 K. D.7 5alifornia7 S. K. .Parent involvement and academic achievement

among language minority students in elementary school using structural equation

modeling. Santa Karbara7 5alif.: Bni#ersity of 5alifornia7 Santa Karbara.

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%ttles7 0. S. . The effects of homelessness on the academic achievement of children. New

Pork: -arland 4ub..

Dorothy7 . . Rising on your own

'am7 S. $. .How the family influences children's academic achievement. New Pork:

-arland 4ublishing.

&arjoribanks7 . .Family and school capital: towards a context theory of students' school

outcomes. Dordrecht: luwer %cademic 4ublishers.

&ar1ano7 /. L.7 &ar1ano7 /. L. .Building ac!ground !nowledge for academic

achievement: research on what wor!s in schools. %le!andria7 M%: %ssociation for

Super#ision and 5urriculum De#elopment.

&ichael7 D. K. .Promising practices for family involvement in schooling across the

continents. -reenwich7 5onn.: Information %ge 4ub..

&utie7 . . -uideline and 5ounseling for school and colleges: Nairobi: 9!ford publishers

&inistry of 6ducation. . "ommunity #upport grant management hand oo!$Nairobi: I6

&inistry of 6ducation and 5hurch Corld Ser#ices. .school safety manual

Nancy7 M. . Training up a child$Nairobi: 9!ford.

Cayne7 4. .%mpact of divorce on children$New Pork: 4rentice 0all

APPENDI I

8UESTIONNAIRE

SECTION A@ BIO DATA

&uestionnaire to the teacher

"ick where possible.

*. Name

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-ender

&ale

$emale

+. %re there children from separated families in your classJ

Pes

No

. If yes7 how many are theyJ

Koys

-irls

Indicate the numbers

). 0ow is their academic performanceJ

Mery good

-ood

$air

2. 0ow do they relate with other children sociallyJ

Mery good

-ood

$air

3. %re they sometimes out of school due to lack of necessary instructional items such as pencils

7books etc

Pes

No

=. Chat is the main cause of them ha#ing one parentJ

Separation

Di#orce

Death of a spouse

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"hank you for your co?operation7 information gi#en is purposely for study only and will be treated

confidential.

&uestionnaire to the parents

"ick where applicable

*. Name +. -ender

&ale

$emale

. &arital status

&arried

Single

). If single7 what is the cause of singlehoodJ

Separation

Di#orce

Death of a spouse

"hank you for your cooperation7 information gi#en is purposely for study only and will be treated in

confidence.

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APPENDI II

ORK PLAN

ACTI=ITY FROM TOSelection of the study topic Lanuary*;th +,*)

4roposal writing Lanuary +,*) $ebruary +,*)

Super#isor proof of reading $ebruary +,*)

Data collection &arch +,*) %pril +,*)

Data analysis %pril +,*) &ay +,*)

/eport writing Lune +,*) Luly +,*)

Super#isor proof reading Luly +,*)

typing the final copy Luly +,*)Submission of the final report %ugust +,*)

APPENDI III

BUDGET

NO ACTI=ITY UNIT AMOUNT

SH

* "ransport 2 trips Q ,, *72,,.,,

+ 'unch 2 days Q *,, 2,,.,,

Stationery 2,,.,,

) 4hotocopying and typesetting +7+,,.,,

2 4rinting +7*,,.,,

3 Newspaper 2, 2,,.,,

= Internet *, days Q , ,,.,,

; 'ibrary 2 days Q 2, 2,,.,,

@ &iscellaneous 32,.,,

T%'! ;,:50.00

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effects of family separation on learning in ecde children aged 4 – 5 years in githobokoni zone, ...

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