FAMILY-LEVEL CULTURAL CAPITAL AND PUPILS’ PREPAREDNESS FOR UPPER PRIMARY IN NAKURU COUNTY, KENYA

V. Wangare Musheru, J. Kanjogu Kiumi, E. Mukadi Barasa

Abstract


Pupils’ masterly of lower primary curriculum is a critical determinant of their academic achievement in upper primary and consequently their performance in the final examination at the primary cycle of education. Pupils’ cumulative performance in the Kenya Certificate of Primary Education (KCPE) exit examination averaged at 250.4 marks out of the possible maximum of 500 marks from 2012 to 2016. Pupils’ performance during the same period in Nakuru County where the study was conducted averaged at 244.6 marks. The noted low performance in the County could be linked to inadequate masterly of lower primary curriculum which forms the foundation for learning the relatively challenging curriculum in upper primary. Although pupils’ masterly of lower primary curriculum is dependent on many factors, the study addressed itself to family cultural capital for it was construed to be one of the critical home- level correlates of academic achievement in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and analysed using simple regression statistic at 0.05 alpha level. The results revealed a significant linear relationship (F= 3.491; df= 253; P< .05) between family cultural capital and pupils’ preparedness for upper primary. The study further showed that the beta value (β= .111) positive and statistically significant (t= 1.770; P< .05). These findings indicated that the selected aspects of family cultural capital were not only impacting positively on pupils’ preparedness for upper primary but the impact was also statistically significant. The adjusted R2 value (R2= .481) further revealed that the selected aspects of family cultural capital accounted for 47% of total variation in pupils’ preparedness for upper primary. The study offers useful insights on how families can build cultural capital in their children which they will build on as they progress through lower primary. This will go a long way in increasing their level of preparedness for upper primary, and consequently raise their academic achievement in the KCPE examination.

 

Article visualizations:

Hit counter

DOI

Keywords


family cultural capital, lower primary pupils, preparedness, upper primary

Full Text:

PDF

References


Barbarin, O. A., Downer, J., Odom, E., & Head, D. (2010). Home-school difference in beliefs, support, and control during public pre-kindergarten and their link to children’s kindergarten readiness. Early Child Res Q, 25(3), 258-272.

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York, NY: Greenwood Press.

Brown, G., Hurst, B., & Hail. C. (2016). Early reading experience: An artifact of cultural capital. Critical Questions in Education, 7(2), 116-129.

Christensen, L. B. (2004). Experimental methodology (9th Ed.). Boston: Allyn & Bacon.

De Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389-414.

Dufur, M. J., Parcel. T. L., & Troutman, K. P. (2013). Does capital at home matter more than capital at school. Social capital effects on academic achievement. Research in Social Stratification and Mobility, 31, 1-21.

Fan, X. (2001). Parental involvement and students’ academic achievement: A growth modeling analysis. The Journal of Experimental Education, 70, 27-61.

Festinger, L. (2005). A theory of social comparison process. Human Relations, 7, 117-140.

Godia, G. I., & Waiyaki, E. M. (1988). Sociology of education. Nairobi: University of Nairobi.

Harris, T., & Graves, S. (2010). The influence of cultural transmission on reading achievement in Africa American fifth grade boys. The Journal of Negro Education, 79(4), 447-457.

Jaeger, M. M., & Mollegaard, S. (2017). Cultural capital, teacher bias, and educational success. New evidence from monozygotic twins. Social Science Research, 65, 130-144.

Kenya National Examination Council. (Email, May 17, 2017). Kenya Certificate of Primary Education (KCPE) Examination Performance (National and Nakuru County) between 2012 and 2016.

Kerlinger, F. N. (1986). Foundations of behaviour research. New York: Holt Rinehalt & Winston Inc.

Kiumi, J. K. (2017). Head teachers’ preferred parent-school conflict management styles in public primary schools in Nyahururu Sub-county- Kenya. The effect of gender and headship experience. Journal of Social Sciences, Education and Humanities, 3(1), 40-15.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

Lugo-Gil, J., & Tamis-LeMonda, C. S. (2008). Family resources and parenting quality: Links to children’s cognitive development across the first 3 years. Child Development, 79(4), 1065-1085.

Marczyk, G., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. New Jersey: John Wiley & Sons.

Meissel, K., Meyer, F., Yao, E. S., & Rubie-Davies, C. M. (2017). Subjectivity of teachers’ judgements: Exploring student characteristics that influence teacher judgements of student ability. Teaching and Teacher Education, 65, 48-60.

Orodho, J. A., & Ondieki, P. O. (2015). School-based factors influencing performance of pupils on transition from lower primary to upper primary in Ekerenyo Division, Nyamira County, Kenya. Research on Humanities and Social Sciences, 5, (6), 200-212.

Street, D. L. (2006). Controlling extraneous variables in experimental research: A research notes. Accounting Education, 4(2), 169-188.

Symeou, L. (2007). Cultural capital and family involvement in children’s education: Tales from two primary schools in Cyprus. British Journal of Sociology of Education, 8(4), 473-487.

UNESCO. (2012). Education for all: End assessment decade (2001-2010). Ministry of Education and UNESCO. Nairobi.

UNESCO. (2016). Government expenditure on education, total (% of government expenditures). Montreal: UIS.

Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary, Psychol. Science, 24(11), 2143-2152.

Wiersma, W. (1995). Research methods in education. An introduction. Massachusetts: Allyn & Bacon.

Willingham, D. T. (2012). Ask the cognitive scientist: Why does family wealth affect learning? American educator, 36(1), 33-39.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 V. Wangare Musheru, J. Kanjogu Kiumi, E. Mukadi Barasa

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

Copyright © 2015-2018. 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).