Influence of family structure on pre-school learners’ class participation in public pre-schools in Mwingi zone, Mwingi sub-county, Kitui county- Kenya

Abstract

Modern society is characterized by changing family structures and changing lifestyles and Mwingi zone is not an exception. This study was designed to investigate whether family structure has influence on pre-school learners’ class participation. The objectives of the study were to establish the influence of intact-biological parent families on pre-school learners’ class participation , to determine the influence of single- parent families on pre-school learners’ class participation, to determine the influence of grandparent-headed families on pre-school learners’ class participation and to establish the influence of child-headed families on pre-school learners’ class participation. The study was carried out in Mwingi zone, Mwingi Sub-county of Kitui County. The target population of the study was 1030 pre-school learners and 88 pre-school teachers from 67 public pre- schools in Mwingi Zone. The findings of the study are hoped to form a basis for different stakeholders to assist the learners cope with the challenges emanating from their family structure backgrounds. The researcher employed descriptive survey design for the study and obtained the sample size of the study by using both probability and non- probability sampling techniques. The sampling techniques included stratified random sampling and purposive sampling. The researcher used a representative sample of 10% of the targeted pre-school learners, and 20.5% of the targeted pre-school teachers. To collect data from the respondents, the researcher used questionnaires and observation checklists. The questionnaires were used to collect data from pre-school teachers while observation checklists were used to collect data from pre-school learners. The researcher processed data by editing, coding, classifying and tabulating it and then analyzed the processed data using descriptive analysis, frequency distribution tables and percentages and Pearson Correlation Tables. Statistical Package for Social Sciences (SPSS) was used to analyze data. The study found out that there was a strong positive correlation (r=0.814, P <0.05) between biologically- intact families and the class participation of pre-school learners. There was also a strong negative correlation (r= -0.712, P <0.05) between single-parent families and the class participation of pre-school learners. The correlation results indicated that there is a strong negative correlation (r= -0.833, P <0.05) between grandparent headed families and the class participation of pre-school learners’ and there is a strong negative correlation (r = -0.891, P <0.05) between child headed families and the class participation of pre-school learners. The study concludes that intact-biological parent families positively influence pre-school learners’ class participation whereas single-parent, grandparent and child-headed families have a negative influence on pre-school learners’ class participation. The recommendations of the study were; the government through the area chiefs should identify the child-headed families so that they can be offered the necessary support. They can be provided with food staffs, cloths and learning materials. The pre-schools should be encouraged to be conducting frequent guidance and counseling sessions on the single-parents and grandparent-headed families children. Pre-school teachers should motivate learners to participate actively in class through gifts and encouragement as well as identifying and building on their strengths.