INFLUENCE OF FAMILY DISINTEGRATION ON LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MOMBASA COUNTY, KENYA

Mary W. Mikwili, Rose Njihia, Margaret Aringo

Abstract


This study explored the influence of family disintegration on learner’s academic performance in public secondary schools in Mombasa County, Kenya. The specific objectives were: to examine how lack of parental involvement in learners from disintegrated families affects their academic performance and to explore the psychological effects of family disintegration on learners’ academic performance in public secondary schools in Mombasa County, Kenya. The study was anchored on social attachment theory. The study used a convergent parallel design in the mixed-methods approach. Questionnaires were used to collect data from teachers, while in-depth interview guides were used to collect data from principals and the Quality Assurance and Standards Officer (QASO). The research instruments were reviewed for validity by the researcher’s supervisors. Cronbach's alpha was used to assess the reliability of the study instruments. The target population was 33 public secondary schools, 33 principals, 400 teachers, and One Quality Assurance and Standards Officer (QASO) of Mombasa County. Cluster and systematic sampling were used to select 11 out of 33 schools. Stratified and simple random sampling was used to select 220 out of 400 teachers. Purposive sampling was adopted to include 11 principals from the selected schools as well as the QASO. Quantitative data was analyzed using Statistical Package for Social Science Version 25 and was reported in frequency tables, percentages, graphs, and charts. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study revealed that lack of effective parental involvement from disintegrated families also negatively impacts the academic success of learners. Additionally, the study showed that students from disintegrated families experience significant stress, which adversely affects their academic performance. The study recommended that school principals should develop initiatives to encourage greater parental involvement, particularly targeting parents from disintegrated families. This could include organizing regular parent-teacher meetings, workshops, and seminars that educate parents on the importance of their involvement in their children's education.

 

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parental, involvement, disintegrated, families, students, academic performance

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i10.5573

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