Influence of Single-Parent Families on Preschool Learners’ Class Participation: A Case of Mwingi Zone, Kitui County, Kenya

Jonathan M Mwania ,R.n Mwanza ,David Kilonzo Ukulo

doi:10.7176/jep/11-11-10

Abstract

This study was designed to investigate whether single-parent families have influence on pre-school learners’ class participation. The study was carried out in Mwingi zone of Kitui County, Kenya. The zone had a total of 67 public pre-schools and the study targeted all the 67 public pre-schools, 1030 pre-school learners and 88 pre-school teachers. The researcher employed descriptive survey design so as to get information from the sampled respondents. The researcher obtained the sample size of the study by using both probability and non-probability sampling techniques. The sampling techniques included stratified random sampling and purposive sampling. The schools in the zone were grouped into five clusters namely: Musukini, Kanzanzu, Mwingi, Ithumbi and Kyethani. The researcher used a representative sample of 10% of the targeted preschool learners and 20.5% of the targeted preschool teachers. To collect data from the respondents, the researcher used questionnaires and observation checklists. The questionnaires were used to collect data from pre-school teachers, while observation checklists were used to collect data from pre-school learners. After collecting the data, the researcher processed it by editing, coding, classifying and tabulating it and then analyzed the processed data using descriptive analysis, frequency distribution tables and percentages and Pearson Correlation Tables. Statistical Package for Social Sciences (SPSS) was used to analyze data. The findings of the study indicated that there was a strong negative correlation (r= -0.712, P <0.05) between single-parent families and the class participation of pre-school learners. The study recommended that the pre-schools should be encouraged to be conducting frequent guidance and counseling sessions for learners from single-parent families. Pre-school class teachers should also identify the learners who are not active in class participation and encourage them to be active in class by offering rewards. Keywords: Family structure, single-parent family, Pre-school, Pre-school learner, Class Participation, School access DOI: 10.7176/JEP/11-11-10 Publication date: April 30 th 2020

Highlights

Background to the Study According toFomby, Cavanagh and Goode (2011) there is a correlation between family structure and learners’ outcomes as they found that learners who grow up in single-parent families and learners with stepparents have poor learning outcomes than those who live with two married biological parents
The study concluded that pre-school learners from the single-parent families had higher rates of truancy problems which implied that single-parent families had a negative influence on pre-school learners’ class participation and school attendance
Recommendations Based on the findings of this study, the researcher made the following recommendations: The pre-school teachers and the school administration should identify learners from single-parent families so that they can be offered the necessary psychological and emotional support through guidance and counseling

Summary

Introduction

Fomby, Cavanagh and Goode (2011) there is a correlation between family structure and learners’ outcomes as they found that learners who grow up in single-parent families and learners with stepparents have poor learning outcomes than those who live with two married biological parents. A study carried out in America by Frisco, Muller and Frank (2007) presents evidence for a link between family structures and educational achievement. Potter (2010) observes that divorce and separation correlate positively with diminished emotional, social and school achievement and performance. Amato (2000) who outlines that the financial or economic circumstances of families decline after divorce especially among mother-headed families, which may negatively affect children’s nutrition and health, reduce parental investment in books, educational toys, computers, private lessons and constraints in choice of residential location. A Norwegian research found that children who experience divorce early in life have lower educational outcomes and that the effect of divorce is strongest when the child is young (Steele, Single-Rushton & Kravdal, 2009)

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