School Environment Based Factors Influencing Educational Inequality in Secondary Schools in Rarieda Sub-county in the Wake of the Covid-19 Pandemic
Abstract
This study sought to do an investigation on school environment-based
factors that influenced educational inequality in secondary schools in the
Rarieda sub-county in the wake of the COVID-19 pandemic. The study had
four main goals: to find out how parental or guardian support affects
educational inequality; to find out how access to remote learning affects
educational inequality; and to find out how ICT infrastructure affects
educational inequality in Rarieda Sub-County in the wake of the COVID-
19 pandemic. This research paper used Bourdieu’s theory of social and
cultural reproduction together with the Classical Liberal theory of equal
opportunities. The study applied a design of descriptive research. The
targeted population comprised of 60 school heads, 1200 teachers, 2000
parents, and 6,000 learners. The tools used to collect data were focused
group discussions, interviews and the use of questionnaires. Validity of the
instruments was checked by the help of supervisors from the university of
Nairobi. The method of test-retest was used to ensure that the instruments
were reliable. In data analysis, descriptive and inferential statistics were
used. From the study, it was found that many parts of the Rarieda sub-county
are not properly connected to electricity. This, together with poverty issues,
posed a major challenge to remote learning. This study concludes that
contextualization of educational programs during times of education
emergencies is necessary in the fight against educational inequality. In the
recommendations, a thorough campaign and training ought to be done by
the Kenya’s Ministry of Education to ensure that teachers are digitally
literate and use ICT in teaching and learning. The study also recommends
that remote learning interventions amidst any pandemic ought to be
contextualized (education in context) for effective and efficient learning;
otherwise, they can create educational inequality. Moreover, the entire
system of educational institutions ought to be well endored with ICT
infrastructure and resources. Interconnection is also necessary in all
departments within schools for effectiveness and efficiency of work.
Finally, it is necessary for the Ministry of education to employ at least one
ICT specialist in all secondary schools to assist teachers, learners and
administrators on matters to do with ICT
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [6019]
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