AN EXAMINATION OF THE INFLUENCE OF WITHDRAWAL BEHAVIOR ON THE ACADEMIC PERFORMANCE OF LEARNERS IN KABETE REHABILITATION SCHOOL, NAIROBI CITY COUNTY, KENYA

Authors

  • Julius Mulu Kisendi Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi Kenya
  • Margaret Wangui Murugami Lecturer, Dr. Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya
  • Kisilu Kombo Prof. Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejes.v11i7.5377

Abstract

This study aimed to examine the influence of withdrawal behavior on learners' academic performance in Kabete Rehabilitation School, Nairobi County, Kenya. The study was based on The Delinquent Behavior Theory and The Theory of Educational Productivity. The study used a concurrent triangulation design in which the researcher implemented the quantitative and qualitative methods simultaneously and with equal weight. The study targeted a total of 70 respondents, which included one headteacher, 29 teachers, and vocational trainers, as well as 40 learners at Kabete Rehabilitation School. Purposive sampling was used to select all 29 teachers and one headteacher, while simple random sampling was used to select 10 learners in the rehabilitation school in Kabete, translating to a total sample of 40 respondents. Questionnaires, interview guides for the head teacher, and observation checklists were used to collect data. Research instruments were piloted among three teachers and vocational trainers from Kiringiti Rehabilitation School in Kiambu County to establish validity and reliability. Quantitative data were analyzed using Statistical Packages for Social Science (SPSS version 26.0). The quantitative findings of the study were then presented using tables and graphs. With the qualitative data, the researcher used thematic analysis. Then, a record of all themes was prepared and arranged according to similarities and differences. The themes were afterwards abbreviated as codes, and the codes were written near the related text in a Word document. Findings revealed that the withdrawal behaviors among learners in Kabete rehabilitation school were majorly expressed in feelings of rejection, isolation, and victimization. The study concluded that there was a stronger association between isolation and learners' academic performance in the Kabete Rehabilitation School. The study recommended that the government and or rehabilitation schools need to educate parents and the general public on children's aggressive behaviors and their influence on educational progress in school. The Nairobi County government should ensure professional counselors are deployed in rehabilitation schools.

 

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Author Biographies

  • Julius Mulu Kisendi, Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi Kenya

    Julius Mulu Kisendi is a Curriculum Support Officer (CSO) Kalama sub county in Machakos County, Kenya. He is a Master’s Degree holder in Special Needs Education Emotional and behavioural disorders (EBD) at the Department of Early Childhood and Special Needs Education in the school of Education Kenyatta University, Kenya. His hobby is advancing in research of learners with Emotional and behavioural disorders (EBD).

  • Margaret Wangui Murugami, Lecturer, Dr. Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

    Dr. Margaret Wangui Murugami is lecturer in the School of Education at the Department of Early Childhood and Special Needs, Kenyatta University, Kenya.

  • Kisilu Kombo, Prof. Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

    Prof. Kisilu Kombo is a renowned educational researcher and scholar at local, regional and international levels. He is currently the Dean, School of Education, Kenyatta University-Nairobi, Kenya. Prior to the current position, he was an Associate Dean in the same School, a position which he held for three and half years. Before that appointment, he was a Director of Teaching Practicum & Mentorship Centre at Kenyatta University. He has also held other positions such being a board member of the East African Journal of Education and Research (EAJER) ISSN 2070-0881 and the cradle of knowledge: African journal of Educational and Social Research ISSN 2304-2885. He has served as an academic board member at Kenya Institute of Curriculum Development (KICD) and a resource person at the Commission for University Education (CUE) since year 2006. Prof. Kombo holds M.A(Ed) and Ph.D in Sociology of Education from Kenyatta University and a B.Ed (Arts).degree from University of Nairobi. He has participated in several academic activities such as External examinations in local and regional Universities, Supervision of postgraduate students, and presentation of Research papers in both local and international conferences. He has also chaired innumerable key committees at the Kenyatta University. Vital ones include the Board of the Institute of Peace and Security (Kenya) and Board for Regional Centre for Capacity (Kenya). He serves as a Chairman at the Centre for Refugees at Kenyatta University. Additionally, he served as a Chairman of the Department of Educational Foundations in the School of Education, Kenyatta University as well as the Quality Assurance Expert for National Curriculum Review Instruments (Kenya). In the year 2014, Professor was appointed to a committee with the mandate of negotiating for the revised contract terms between Kenyatta University and the Kenya’s Ministry of Defense.

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Published

2024-05-20

Issue

Vol. 11 No. 7 (2024)

Section

Articles

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