Influence of language related factors on academic performance among urban refugees: a case of Mwiki and new Eastleigh primary schools, Kenya

Abstract

The purpose of the study was to examine the influence of language related factors on academic performance among urban refugees; a case of Mwiki and New Eastleigh primary schools, Kenya. To achieve this, research questions on influence of language policy, remedial language, teaching methods and possible strategies used to meet the objectives of the study. The study adopted a case study design to determine the influence of language related factors on academic performance among urban refugees. The study used a sample of 2 head teachers, 30 teachers and 50 urban refugee pupils. Data was coded and classified into major themes from which a summary was made. Qualitative data was analyzed using descriptive statistics supported by tables, piecharts, frequency distribution tables and percentages. Data analyzed formed the basis for research findings, conclusions and recommendations. The findings from this study could be useful in providing policy makers, County Directors of Education, the Ministry of Education, the Government of Kenya and National and International Non Governmental Organizations with essential information on the influence of language related factors on academic performance among urban refugees. Urban refugees can be given equal access and quality education by the government by ensuring that they are taught and tested in languages they understand as they learn the official languages. Teachers handling urban refugee pupils could be given special training and where possible teachers who share the urban refugees’ cultures could be hired to assist in the implementation of the curriculum. Above all, suitable language teaching methods and strategies could be adopted to ensure quality teaching and learning among urban refugees in Kenya.