Socio-Economic Factors Supporting Learning of Pupils with Learning Difficulties in Primary Schools' Class Five in Kasarani Division Nairobi, Kenya
AbstractThe study was to specifically find out socio-economic factors supporting pupils with learning difficulties (Ld) in primary schools class five in Kasarani Division. The objective of this study was to establish parents' level of education and their support for children with learning difficulties, both at home and school, the learning resources they provided which are economic factors. The study involved a descriptive survey design and the target population of the study was 200 (parents, pupils and teachers) respondents from 25 primary schools in the division. The sample of the study comprised six randomly selected schools in Kasarani Division. From the selected schools, five pupils with learning difficulties per school were purposively selected giving a total of thirty pupils. Five parents whose children had learning difficulties were also purposively selected giving a total of thirty parents, six teachers were purposively selected, one from each school. Four instruments were used to collect data: the researcher made checklist for teachers, questionnaire for teachers, an interview schedule for pupils and another interview schedule for the parents. The instruments were pre-tested at Kiboro Primary School in Starehe Division to enhance the validity and reliability of the research instruments. The split-half technique of assessing reliability of data was employed. The Spearman-Brown formula was employed to compute the reliability coefficient and 0.7934 was obtained and considered to be reliable. Objectives yielded data which were analyzed using descriptive statistics. They were then presented using percentages, graphs and charts. The findings revealed in part that: Parental level of education did not support learning of pupils with Ld although it was minimal. There was also lack of adequate learning resources provided by parents. Even though parents provided basic necessities in the home environment, there were minimal provision learning resources at home to support learning of their children. However, teachers could identify and assist pupils with Ld in learning. The results led to the conclusion that, there are socio-economic factors like resources, home environment provided, parental level of education that do not support learning of pupils with learning difficulties in classes five in primary schools in Kasarani Division. The study therefore, recommends that parents should provide learning materials, enrich the home environment, and use the education they have acquired to boost the learning of their children both at home and in schools.