Sunday, May 29, 2011

effects of single parenthood on learners academic performance

                                                                     CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Introduction
The main focus of this chapter is the presentation of analyses and interpretation of the results of the research findings. The findings are analysed regarding the effects of single parenthood on learners academic performance. Descriptive statistics such as frequencies and percentages were used to analyze responses to various items in the questionnaire. This data is presented in charts, graphs, frequency tables and cross tabulation tables.

4.1 Demographic Information
The researcher sought to establish the general information of the respondents, which forms the basis under which the interpretations are made.
4.1.1 Age of respondents
The study sought to find out the age of the teacher respondents. The findings are as shown in table 4.1.
Table 4.1 Age of teacher respondents
Age of teachers
Frequency
Percentage
Below 21 years
1
5
21-24 years
4
20
25-30 years
7
35
Over 30 years
8
40
Total
20
100

The findings indicate that 8(40%) of the teacher respondents were aged over 30 years. This implies that the teachers are experienced enough as they have been teaching for long. It also implies that the teachers may have had experiences with pupils from both parents as well as single parents and therefore in a position to give information on the effects of single parenthood on learners academic performance.

Further, the study sought to find out the age of the parents as age may also be a pointer to whether parents are single or not. The study findings are as shown in table 4.2.

Table 4.2 Age of Parents
Age of parents
Frequency
Percentage
Below 24 years
2
10
24-29 years
2
10
30-35 years
2
10
36-40 years
8
40
Over 40 years
6
30
Total
20
100

The analysis indicates that majority 14 (70%) of the parents are aged over 35 years. This implies that the parents are mature and can be able to make decisions regarding their children education. It also important to note that 2 (10%) of the parents were very young aged below 24 years.
Finally, the study findings regarding the age of the pupils are as tabulated in table 4.3 below.
Table 4.3 Age of Pupils
Age of Pupils
Frequency
Percentage
Below 10 years
1
5
10 – 15 years
18
90
Above 15 years
1
5
Total
20
100

The analysis indicates that majority 18 (90%) of the pupils were aged between 10 and 15 years which is usually the primary school age-going gap. However, its important to note that 1 (5%) of the respondents were aged over 15 years which may imply late entrance into school.

4.1.2 Marital Status of Respondents
Since the purpose of this study was to find out the effects of single parenthood on learners academic performance, the study found it paramount to find out the marital status of the respondents. The study findings are as shown in table 4.4.

Table 4.4 Marital status of Teachers
Marital status of teachers
Frequency
Percentage
Single
6
30
Married
13
65
Divorced
1
5
Total
20
100

The marital status findings of the teachers indicate that 13 (65%) of the teachers are married with only 6(30%) of the teachers being single. This indicates a good group that can clearly articulate the issues in the study. Further, the marital status of the parents are as shown in table 4.5.

Table 4.5 Marital status of Parents
Marital status of parents
Frequency
Percentage
Single
1
5
Married
17
85
Divorced
2
10
Total
20
100

The study findings indicate that majority 17 (85%) of the parents interviewed were married while only 1 (5%) was single. Further 2 (10%) were divorced.

4.2 Level of Schooling of Respondents
4.2.1 Teachers Level of Schooling
The various levels of the teachers’ schooling are presented in the graph below:
Figure 4.1 Level of education of teachers
A pictorial analysis above shows that majority 16 (80%) of the respondents teachers were educated upto college level. This implies that the teachers have the capacity and know-how to educate the pupils as they are qualified. The level of education of parents is further shown in figure 4.2.

Figure 4.2 Level of education of parents
The analysis indicates that 9 (45%) of the parent respondents have upto secondary level of education with 7 (35%) having upto college level of education. This implies that the parents are educated enough to be able to make wise decisions and support their children in the teaching-learning process. However, its important to note that 3 (15%) of the parent respondents had upto primary level of education which may mean that they have limited access to job opportunities and hence may not have the resources required to support their children in school through buying uniforms as well as provision of food.

4.2.3 Class of Pupils
The pupils contacted were from different classes in the five different schools as shown below:
Figure 4.3 Pupils classes

50% of the pupils contacted from the five primary schools were in class eight. 30% were in class seven, 15% from class six and 5% from class five. This indicates an adequate sample size for the study as the upper primary is well represented. The pupils have also been in school for long enough and can thus give information regarding the effects of single parenthood on learners’ academic achievement since they are the main subjects themselves.

4.3 Effects of single Parenthood on Academic Performance of Children
In order to achieve the main purpose of this study, the researcher sought to find out from teachers what effects single parenthood has on learners’ academic achievement. The researcher also sought the same views from parents as well as the subjects themselves, the pupils.
4.3.1 Teachers
The teachers were required to list the factors that affect learners from single Parenthood families. They gave the following factors as shown in table 4.6.

Table 4.6 Factors affecting learning based on age of respondents
Factors
Below 21 years
21-24 yrs
25-30yrs
Over 30yrs
Total
Financial problems
1
5%
4
20%
7
35%
8
40%
16
80%
Psychological problems
0
0%
0
0%
0
0%
8
100%
8
100%
Social problems
1
7.1%
1
7.1%
5
35.7%
7
50%
14
70%
Health problems
0
0%
0
0%
0
0%
8
100%
8
100%

The analysis above indicates that majority 8 (100%) of the teacher respondents were of the opinion that psychological problems and health problems were some of the factors affecting learners from single parenthood. From the field, the researcher gathered that the teachers were of the opinion that lack of a father figure affects the learners psychologically and hence interfering with their learning process. However, its important to note that this responses were given only by teachers aged over 30 years. Probably through experience they have noticed these factors.
Further, the findings indicate that 7 (50%) of teachers aged over 30 years were of the opinion that single parenthood also breeds social problems which in turn affects the learning process of learners from single parents.

4.3.2 Parents
The effects of single parenthood were described by the parents contacted for the study as shown below.

Table 4.7 Effects of single parenthood according to parents
Effects /
school
School drop-out
Don’t enroll
Psychologically affected
Stigmatization
O.L.N primary
3
15%
2
10%
1
5%
0
0.0%
Jobenfer
1
0%
2
0%
0
0.0%
0
0.0%
Reuben
1
5%
2
10%
1
5%
0
0.0%
Kwa Njenga
1
5%
1
5%
1
5%
1
5%
Angaza
3
15%
1
5%
0
0.0%
0
0.0%
Total
9
45%
8
40%
3
15%
1
5%

Majority of the parents from 3 (15%) from our Lady of Nazareth were of the opinion that single parenthood causes learners to drop out of school. Further, the findings indicate that 9(45%) of all the parents put together thought that single parenthood causes learners to drop out while 8 (40%) were of the opinion that single parenthood sometimes makes the children not enroll in school. This may be pegged to the fact that single parents in the slum areas have little streams of income or no stream at all. As such, their pupils according to parents may not enroll in school.

4.4 Forms of help given to children from single parent families
4.4.1 Teachers
The teachers were asked to comment on whether the government has been helping these learners from single parent families. They gave the following results
Table 4.8 Government intervention
Government intervention
Frequency
Percentage
Yes
4
20
No
16
80
Total
20
100


Out of the 20 teachers contacted, 16 (80%) said that the government has not done anything to help these learners while only four agreed that the government has done something to help the learners.
4.4.2 Pupils
The pupils were asked to give a list of the charitable groups that help the children from the single parent families in Mukuru Kwa Njenga. They gave the following groups.

Out of the 20 pupils contacted for the study four mentioned the World Vision and four mentioned Runjitwa group as helping pupils in Mukuru. Three pupils mentioned World Food Programme and other three mentioned Peer Educators. Two pupils mentioned Mikato Safaris and other two mentioned Hope World Wide Group while other two pupils mentioned Utana group to have helped pupils in Mukuru kwa Njenga.

4.5 Measures to improve the academic performance of these children
After establishing the effects of single parenthood on academic performance of learners, the researcher sought to find out measures that can be taken to improve academic performance of this children. These measures were sought from the three stakeholders; parents, teachers and the pupils.
4.5.1 Teachers
The teachers gave the following measures as possible to help improve the academic performance of these children. The findings are as tabulated in table 4.9.

Table 4.9 Measures of improving academic performance

Measures of improving performance
Frequency
Percentage (%)
Government support
17
85
Counseling
12
60
Scholarship
8
40
Sensitization on importance of education
9
45
Provision of food to children
6
30
Jobs provision for single parents
6
30
Cheap boarding schools
4
20
Children homes
4
20
Support from well wishers
5
25

The analysis above indicates that majority 17 (85%) of the teacher respondents were of the opinion that government support could be one of the measures that can be used to improve academic performance of learners from single parents. This is probably informed by the fact the government has the responsibility of ensuring that all its citizens has access to good and quality education. The government is also in a position to assist the less privileged or marginalized in the society if that is the case.

Many teachers said that government support and counseling would help these children. Others said sensitization of the importance of education to these families would increase the enrollment of the children in schools. Provision of scholarship programs, food and jobs for the parents will help alleviate the problem. Others suggested cheap boarding schools, children home and support from well wishers to be other solutions to the problem.
To further analyze the suggestions, a cross tabulation table was run against the gender of the teachers giving the following information as shown in table 4.10.

Table 4.10 Measures of improving academic performance

Measures of improving performance
Frequency
Total

Male
Female

Government support
10
(58.5%)
7
(41.2%)
17
 (100%)
Counseling
0
(0.0%)
12
(100%)
12
(100%)
Scholarship
3
(37.5%)
5
(62.5%)
8
(100%)
Sensitization on importance of education
5
(55.5%)
4
(44.5%)
9
(100%)
Provision of food to children
1
(16.7%)
5
(83.3%)
6
(100%)
Jobs provision for single parents
4
(66.7%)
2
(33.3%)
6
(100%)
Cheap boarding schools
2
(50%)
2
(50%)
4
(100%)
Children homes
1
(100%)
0
(0.0%)
1
(100%)
Support from well wishers
5
(100%)
0
(0.0%)
5
(100%)

Majority of the male teachers said government support and counseling. Majority of the female respondents said provision of employment for the single parent and sensitization on the importance of education would help alleviate the problem of low enrollment in schools of learners from single parent families.

4.5.2 Parents
The parents contacted for the study gave various suggestions on how the academic performance of the learners from single parent families in Mukuru can be improved. Their suggestions are tabulated as shown in table 4.11.

Table 4.11 Measures of improving academic performance by parents

Measures of improving performance
Frequency
Percentage (%)
Scholarship
10
50
Government support
11
55
Medical attention
8
40
Sensitization on importance of education
8
40
Provision of social amenities
6
30
Counseling
7
35
Economic empowerment
13
65
Motivating the learners
6
30
Provision of learning materials
11
55
Improved security
4
20

The analysis indicates that 10 (50%) of the contacted parents suggested provision of scholarship programs for the children from single parent families. Other suggestions brought forward include support by the government, sensitization of parents on the need of educating their children, admission of the vulnerable children in children homes, economic empowerment of the single parents among others as shown above.

In addition, its important to note that majority 13 (65%) of the parents were of the opinion that economic empowerment of single parents could be the best measure to ensure good academic performance of learners. This could have been informed by the thinking that its better to teach a man how to fish rather than giving him a fish. The parents here are therefore being futuristic and concerned about their welfare and that of their children now and in the future.

4.5.3 Pupils
The pupils were required to give their suggestions on the measures which could be employed to help the learners from the single parent families. They gave the following suggestions as shown in table 4.12.

Table 4.12 Measures of improving academic performance by pupils

Measures of improving performance
Frequency
Percentage (%)
Encouragement
8
40
Rich to help the poor
10
50
Scholarship
17
85
Provision of basic needs
9
45
Give love and attention
3
15
Equal treatment
4
20
Support from government
14
70
Provision of learning materials
12
60

The analysis indicates that 9 (45%) of the pupils suggested provision of basic needs as the major measure in improving the academic performance of the children from single parent families in Mukuru Kwa Njenga. Other pupils said that the children from single parent families should be given equal treatment with the other pupils, they should be given love and attention by the stakeholders and also encouragement. Another measure suggested by some pupils was the provision of scholarship programs, support from the government and the rich to help the poor. Provision of learning materials was another measure suggested to help in improving the academic performance of the children from single parent families in Mukuru Kwa Njenga.
The measures suggested by the pupils was further cross tabulated against the schools. This gave the following results as shown in table 4.13.

Table 4.13 Cross-tabulation of measures of improving performance against school

Measures of improving performance
Frequency
Total
O.L.N primary
Jobenfer
Reuben
Kwa njenga
Angaza
Encouragement
2
2
0
4
0
8
Rich to help the poor
1
2
3
4
0
10
Scholarship
4
4
4
0
1
17
Provision of basic needs
3
3
0
3
0
9
Give love and attention
1
0
2
0
0
3
Equal treatment
1
1
1
0
1
4
Support from government
2
4
2
2
4
14
Provision of learning materials
4
4
4
2
2
12

The pupils contacted from Our Lady of Nazareth Primary School suggested provision of basic needs, the rich should help the poor, provision of scholarship programmes and encouragement of the pupils from single parent families to perform well academically. Pupils from Jobenfer primary suggested support from the government, giving the children equal treatment with the other pupils and giving them love and attention. From Reuben primary, the pupils suggested provision of basic needs, giving them love and attention and provision of learning materials. The pupils from Kwa Njenga suggested encouragement, provision of basic needs and equal treatment to the pupils from single parent families. The pupils from Angaza Primary suggested encouragement, the rich should help the poor, provision of scholarship programs and support from the government as the possible measures that can help improve the academic performance of the children from the single parent families in Mukuru Kwa Njenga.

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