INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMIC SELF-CONCEPT AMONG PRIMARY SCHOOL PUPILS IN INFORMAL SETTLEMENTS OF KIBRA SUB-COUNTY, NAIROBI COUNTY, KENYA

Abstract

Many learners in primary schools in informal settlements in Kibra Sub- County, Nairobi, Kenya have lost interest in education and do not believe in themselves as performers in their academic activities due to the school environment. This study purposed to investigate the influence of school environment on academic self-concept among primary school pupils in informal settlements of Kibra Sub-County, Nairobi County, Kenya. Specifically, the study sought to investigate the influence of physical facilities, curriculum support materials, security and teacherlearner interactions on academic self-concept among primary school pupils in informal settlements. The study adopted a correlation research design. Kibra Sub- County has seven (7) administrative zones, from which five (5) schools per zone were purposively selected. The sample size consisted of 315 learners in class VII who were selected using simple random sampling from a population of 9536; 35 head teachers were selected purposively from a sample of 138 and 35 teacher counsellors were also purposively selected from a population of 203. The total sample size for the study was 385 respondents. The pilot study consisted of 38 learners, 3 head teachers and 3 teacher counsellors which was 10% of the actual sample as stipulated by Kothari (2005). Data from the learners was collected by use of questionnaires and from the headteachers and teacher counsellors an interview guide was used. Bronfenbrenner's (2001) ecological systems theory and Carl Rogers' (1996) self-concept theoretical orientation provided the theoretical framework for this research because of their ability to not only account for learners' immediate experiences in context but also to capture patterns of interaction among individuals, groups, and institutions over time. The reliability of the questionnaire was tested by computing the Cronbach alpha coefficient which yielded an alpha coefficient of α=0.728. Data was analysed using both descriptive and inferential statistics in line with the study objectives The null hypotheses were tested using Pearsons' Product Moment Correlation Coefficient tests. Statistical Packages for the Social Sciences (SPSS version 25) aided in descriptive analysis of the quantitative data. The findings indicated evidence of a significant statistical relationship between school environment and academic self-concept. The tests were carried out at a 0.05 level of significance. Test of the null hypothesis for physical facilities and academic self-concept using Pearsons Product Moment Correlation Coefficient test of r=0.507, p=0.004<0.05 depicted that there was a significant statistical relationship thus rejecting the null hypothesis. The findings also indicated that there was a significant statistical relationship between curriculum support materials and academic self-concept of r=0.539, p=0.002<0.05; there was also a significant statistical relationship between school security and academic self at r=0.668, p=0.001<0.05 and there was a significant statistical relationship between teacher learner interactions as r-0.598,p=0.000<0.05. The findings of this research might be used by the Ministry of Education to prevent the exploitation of children by ensuring that all educational institutions provide at least a basic level of service. The study concluded that levels of pupils’ academic self-concept in primary schools in informal settlements can be enhanced through provision of adequate physical facilities, provision of curriculum support materials and security and enhanced teacher- learner interactions. The study recommends that schools should engage in mentorship of learners from teachers to help learners enhance academic self-concept. The Ministry of Education should ensure that primary schools have security guards fences, and adequate physical facilities. The Ministry of Education should enforce a policy that all schools in informal settlements should comply with standards for child-friendly school environment. The main beneficiaries of this study will be learners in the primary schools in the informal settlements when the policy makers improve the school environment hence their academic self-concept will be enhanced.