Influence of Psychosocial Support on Refugee Girls’ Academic Performance in Primary School Education in Dadaab Refugee Camp, Kenya

Abstract

Provision of psychosocial support plays important role in enhancing academic performance of refugee girls in primary schools. In refugee primary schools in Dadaab Camp, girls register low academic grades in examinations, even with social support. The purpose of the study was to assess the influence of psychosocial support on girls’ academic performance in primary education in Dadaab refugee camp, Kenya. The objectives of the study included assessing the influence of guidance and counselling, incentive psychosocial support, school facilities and community support on girls’ academic performance in primary education. The study adopted descriptive survey design using qualitative and quantitative mixed methodology. Target population included 4,429 respondents comprised of 32 head teachers, 847 teachers, 384 members of SMC, 5 education officers and 3,161 girls; from which a sample of 1,335 respondents were determined using the Central Limit Theorem. Stratified sampling was applied to sample 12 head teachers, 116 members of SMC and 254 teachers were. 3 education officers were also selected using purposive sampling, while 950 girls were selected using simple random sampling. Questionnaires were used to collect data from teachers; interviews from head teachers and education officers; and focus group discussion from SMC members and girls. Piloting was conducted amongst 134 respondents to establish validity and reliability of research instruments. Validity was established through expert judgement whereas reliability was determined using test retest method and reliability coefficient, r = 0.725, was obtained. Qualitative data were analyzed thematically based on the research objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using linear regression analysis with the help of Statistical Packages for Social Sciences (SPSS) and presented using tables. The study established that Dadaab refugee primary schools engaged girls in peer counselling as a way of motivation (24%), the use of group counselling has ensured girls perform better (84%), strategies for attitude change amongst girls adopted by schools have been effective (90%), schools have adopted life skills education (81.%), mentorship programs have not been fully adopted as a strategy (79%), solar lamps have been provided to help girls study without interruption (28%), uniforms and sanitary wear provided to girls were not adequate (63%), schools have separate latrines for girls and boys (88%), learning materials provided to schools are not adequate for all girls (58%), there were no enough course books in the schools (41%), schools do not have conducive classrooms (56%), safe playgrounds are not common in many primary schools (40%), furniture are not enough to cater for the needs of all girls (66%), physical education facilities in the schools are not well maintained (82%), lack of sensitization by community members on the importance of girls’ education has demoralized girls to perform better (69%), community members have not regularly mobilized boys and adult men to support girls’ education (89%), community members have not protected girls while at school and home to motivate them to attend school and do well in examinations (48%) and schools rarely engaged role models to motivate girls (80%). It was found that there is need to supply adequate resources and ensure proper maintenance in schools; and community mobilization and sensitization. The study recommends that head teachers need to work closely with teachers to train learners as lay peer counsellors in acquiring basic skills to motivate girls perform well at school, teachers ensure that life skills’ lessons are well utilized and content be geared towards enabling girls to develop good behavior patterns, education stakeholders to ensure school have a trained school counselor, there is adequate supply of sanitary wear and relevant learning materials such as course books, learning aids and other curriculum support materials, improve school facilities such as classrooms and physical education facilities at school and increase sensitization of communities on the importance of girls’ education. The study suggests further research in Dadaab refugee camp, Kenya on the influence of head teachers’ management strategies on girls’ academic performance in primary education and the influence of community support on girls’ academic performance in primary education.