APPRECIATIVE PROJECT DESIGN ORIENTATION AND ORPHANED LEARNERS’ EDUCATIONAL ACHIEVEMENTS: PERSPECTIVES OF CARE GIVERS IN HOMA BAY COUNTY, KENYA

Isaac Odhiambo Abuya

Abstract


The purpose of the study was to examine the perspectives of care givers on the influence of appreciative project design orientation on the educational achievements of orphaned learners enrolled in orphan support projects in Homa County, Kenya. The cross-sectional study was grounded on pragmatism. A total of 363 care givers participated in the study. Care Givers’ Survey Questionnaire was used to collect data. To ensure validity and reliability of the research instrument, pilot testing was conducted in a community based orphan support project in the neigbouring Kisumu County. Cronbach alpha at α =0.05 level of significance was used to compute the reliability coefficient of the pre-test instruments. Simple, multiple linear regressions and Pearson Correlation Coefficient models were used. Tests of statistical assumptions were carried out before data analysis to avoid invalidation of statistical analysis. One hypothesis was tested at α=.05 level of significance. The null hypothesis (H01: Appreciative Project Design Orientation does not significantly influence Orphaned Learners’ Educational Achievements in Homa Bay County) was rejected since (F(10,353)= 11.1945.265, P –Value <0.05; and so it was safe to suggest that at least one of the explanatory variables is significantly related to the Orphaned Learners’ Educational Achievements. It is recommended that orphan support projects should integrate and intensify the use of appreciative project design orientation approaches to ensure sustainable educational achievements for orphaned learners. Since this study delimited itself to orphaned learners’ educational achievements, further research should be carried out to examine the extent to which appreciative project design orientation influence the educational achievements of orphaned learners’ test scores in examinable subjects.

 

Article visualizations:

Hit counter

DOI

Keywords


appreciative project design orientation, orphaned learners’ educational achievements, care givers

Full Text:

PDF

References


Alcott, B. (2017). Does Teacher Encouragement Influence Students' Educational Progress? A Propensity-Score Matching Analysis. Research in Higher Education, 58(7), 773-804.

Anliker, R., Aydt, M., Kellams, M., & Rothlisberger, J. (1997). Improving Student Achievement through Encouragement of Homework Completion.

Austin, D. M. (2013, January 1). Effect of a Counseling Intervention Program on Tenth Grade Students' Attendance, Discipline Referrals, and Academic Achievement. ProQuest LLC,

Bergmark, U., & Alerby, E. (2008). Developing an Ethical School through Appreciating Practice? Students' Lived Experience of Ethical Situations in School. Ethics and Education, 3(1), 41-55.

Blackfelner, C., & Ranallo, B. (1998, May 1). Raising Academic Achievement through Parent Involvement.

Brender, J. R. (1996). Effects of Homework Completion on Test Scores in First and Second-Semester Spanish Courses at a University with Liberal Admissions.

Brender, J. R. (1996). Effects of Homework Completion on Test Scores in Introductory Spanish Courses.

Cosgrove, J. M., Chen, Y. T., & Castelli, D. M. (2018). Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents. Biomed Research International, 1-7. doi:10.1155/2018/9801258

Datta Gupta, N., Dubey, A., & Simonsen, M. (2018). Rising school attendance in rural India: an evaluation of the effects of major educational reforms. Education Economics, 26(2), 109-128. doi:10.1080/09645292.2017.1387887

Evans, D., and Miguel, E. (2007. “Orphaned learners and Schooling in Africa: A Longitudinal Analysis.” Demography, Vol. 44(1), pp.35-57.

Garo, L. A. (2017, January 1). A Multilevel Analysis of Black Male Secondary School Student Discipline and Achievement in Relation to Violence Exposure. ProQuest LLC,

Hallinan, M. T. (2008). Teacher Influences on Students' Attachment to School. Sociology of Education, 81(3), 271-283.

Howell, A., Caldarella, P., Korth, B., & Young, K. R. (2014). Exploring the Social Validity of Teacher Praise Notes in Elementary School. Journal Of Classroom Interaction, 49(2), 22-32.

Jenkins, C. D. (2009, January 1). What Factors Contribute to the Achievement Gap: A Case Study of Multicultural/Disadvantaged Student Participation in Co Curricular Activities at a Large Urban High School. ProQuest LLC,

Khan, A., Ahmad, R., Hamdan, A. R., & Mustaffa, M. S. (2014). Educational Encouragement, Parenting Styles, Gender and Ethnicity as Predictors of Academic Achievement among Special Education Students. International Education Studies, 7(2), 18-24.

Kitsantas, A., & Zimmerman, B. J. (2009). College Students' Homework and Academic Achievement: The Mediating Role of Self-Regulatory Beliefs. Metacognition and Learning, 4(2), 97-110.

Kothari, C.R (1985). Research Methodology: Methods and Techniques. Vishna Prakashan, New Delhi.

Krejcie, R. V. and Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.

Lipnevich, A. A., & Smith, J. K. (2009). Effects of Differential Feedback on Students' Examination Performance. Journal Of Experimental Psychology: Applied, 15(4), 319-333.

Lynch, A., Theodore, L. A., Bray, M. A., & Kehle, T. J. (2009). A Comparison of Group-Oriented Contingencies and Randomized Reinforcers to Improve Homework Completion and Accuracy for Students with Disabilities. School Psychology Review, 38(3), 307-324.

Morrissey, T. W., Hutchison, L., & Winsler, A. (2014). Family Income, School Attendance, and Academic Achievement in Elementary School. Developmental Psychology, 50(3), 741-753.

Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between Perceived Parental Involvement in Homework, Student Homework Behaviors, and Academic Achievement: Differences among Elementary, Junior High, and High School Students. Metacognition and Learning, 10(3), 375-406.

Pillar, J. D. (2016, January 1). Influences of Co-Curricular Participation on Academic Success and Persistence among Sophomore Students. ProQuest LLC,

Pomerantz, E. M., & Kempner, S. G. (2013). Mothers' Daily Person and Process Praise: Implications for Children's Theory of Intelligence and Motivation: Brief Report. Developmental Psychology, 49(11), 2040-2046.

Robinson, S. (2014). A Case Study of Self-Affirmations in Teacher Education. Journal Of Invitational Theory And Practice, 2027-36

Sakiz, H. (2017). Impact of an Inclusive Programme on Achievement, Attendance and Perceptions towards the School Climate and Social-Emotional Adaptation among Students with Disabilities. Educational Psychology, 37(5), 611-631.

Schuck, A. M. (2017). Evaluating the Impact of Crime and Discipline on Student Success in Postsecondary Education. Research in Higher Education, 58(1), 77-97.

Shier, H. (2001). Pathways to Participation openings, opportunities and obligations: a new model for enhancing children’s participation in decision-making, in line with Article 12.1 of the United Nations Convention on the rights of the child. Children &Society, 15(2): 107-117.

Simba, N. O., Agak, J. O., & Kabuka, E. K. (2016). Impact of Discipline on Academic Performance of Pupils in Public Primary Schools in Muhoroni Sub-County, Kenya. Journal of Education and Practice, 7(6), 164-173.

Skipper, Y., & Douglas, K. (2015). The influence of teacher feedback on children's perceptions of student-teacher relationships. British Journal of Educational Psychology, 85(3), 276-288. doi:10.1111/bjep.12070

Streb, A. G. (2009, January 1). A Study of the Association between High School Student Participation in Co-Curricular Activities and Academic Achievement. ProQuest LLC,

Stringer, B. R., & Hurt, H. T. (1981). To Praise or Not to Praise: Factors to Consider before Utilizing Praise as a Reinforcing Device in the Classroom Communication Process.

UNICEF (2008b). The State of the World’s Children: Maternal and Newborn Health. New York.

World Bank. (2002). Education and HIV/AIDS: A Window of Hope. Washington D.C., World Bank.

Yokley-Busby, S. (2013, January 1). The Impact of Attendance Longevity in an after School Program, Designed to Build Intentional Relationships and Support Academic Success, on Urban Elementary Students' Achievement, Attendance, and School Awards. ProQuest LLC,




DOI: http://dx.doi.org/10.46827/ejes.v0i0.1608

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Isaac O. Abuya, Charles M. Rambo, Paul A. Odundo, Raphael O. Nyonje

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).