dc.description.abstract | The refugee pupils in Nairobi, Kenya, face xenophobia and discriminative urban refugee
policies, which preclude their admission into primary schools in the city. In turn, these
pupils’ enrolment in private schools in Nairobi is hindered by their parents’ or guardians’
precarious socio status. The study aimed at investigating the factors influencing academic
performance of unaccompanied refugee boys’ in public primary schools. This study
employed descriptive survey. In this study, the target population consisted of 7 head
teachers, 31 teachers and 112 unaccompanied pupils were the respondents of the study.
From each school, there was one class teacher participating in the study. The class
teachers were purposively selected because they are in close contact with pupils and they
are better placed to give information on pupils’ academic performance and class
management in the schools. The study employed Mugenda and Mugenda formula in
coming up with a sample size of 150 respondents. It adopted the use of questionnaires in
primary data collection. The study generated both qualitative and quantitative data where
quantitative data was coded and entered into SPSS and analyzed using descriptive
statistics where presentation was done using frequency tables and figures. The study
findings indicated that the major education intervention used to teach unaccompanied
refugee boys was training for communicating with, relating to and teaching pupils.
Further, respondents argued to focus on individuality of each pupil to unaccompanied
refugee boys. However, other education interventions such as creating opportunities for
pupils, family and community involvement, activities and support services were not used.
The study concluded that understanding of English by unaccompanied refugee boys was
below average as reported by majority of both head teachers and teachers. Consequently,
it was also concluded that teachers in Kamukunji were not able to provide personalized
attention to the unaccompanied refugee boy as this was attributed to the large number of
pupils teachers had to handle at a time. The study findings led to the conclusion that the
major education intervention used to teach unaccompanied refugee boys was training for
communicating with, relating to and teaching pupils. However, other education
interventions such as creating opportunities for pupils, family and community
involvement, activities and support services were not used. There is also need for
adjustment of host nation policies to create a conducive environment for unaccompanied
refugee pupils. This can be achieved by formulating specialized policies aimed at
enhancing academic performance of unaccompanied refugee pupils. There is also need
for improved involvement of families or guardians to unaccompanied refugee pupils
together with schools’ management to discuss possible ways of enhancing the academic
performance of unaccompanied refugees. There is also need for further research on other
factors affective unaccompanied refugee pupils in other areas within Nairobi as this study
was limited to Kamukunji. In addition, specific research can also be conducted on the
measures that can be put in place to enhance the academic performance of
unaccompanied refugees. | en_US |