ASSESSING THE INFLUENCE OF VIOLENCE AGAINST PRE-PRIMARY II SCHOOL CHILDREN ON ATTAINMENT OF LEARNING OUTCOMES IN KITUI COUNTY, KENYA

نویسندگان

  • Damaris K. Wambua PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Catherine Murungi Associate Professor, Senior Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Mary Ndani Associate Professor, Dr., Senior Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i6.6935

کلمات کلیدی:

child abuse, child protection, forms of violence, learning outcome, pre-primary ii children, violence against children

چکیده

Violence against young children remains a persistent yet insufficiently interrogated barrier to effective early childhood learning, particularly within rural and resource-constrained contexts. This study assessed the influence of violence against pre-primary II school children on attainment of learning outcomes in Kitui County. Anchored in the Culture of Violence Theory and Family Systems Theory, the study employed an analytical cross-sectional design integrating quantitative and qualitative approaches. The study population comprised PP2 learners, teachers, parents or caregivers, and Sub-County Children’s Officers drawn from public pre-primary schools across the county.  The target population comprised 34,526 pre-primary two children, 3,006 teachers, and an equal number of parents or caregivers drawn from 1,874 public pre-primary schools in Kitui County. From this population, 50 schools (10%) were selected using simple random sampling. The total sample size for the study was 658 respondents. Data were collected through questionnaires, observation checklists, a standardized violence exposure screening tool, and focus group discussions. Quantitative data were analyzed using descriptive statistics, chi-square tests, and analysis of variance, while qualitative data were analyzed thematically.  The findings revealed that violence greatly harms children’s academic, social, and emotional well-being. Quantitative results indicated that 90% of teachers saw very low participation in class among affected children. Additionally, 84% noted poor concentration, 80% reported strained peer relationships, 76% observed incomplete assignments, and 70% mentioned frequent absenteeism. The three-way ANOVA results confirmed that child (p = .014), family (p = .001), and school (p = .000) factors significantly affected learning outcomes, with school and family issues having the most impact. Teachers shared that affected children appeared withdrawn, inattentive, and emotionally troubled, showing little energy or enthusiasm in class.  The study concluded that exposure to violence seriously impairs behavioural, socio-emotional, and cognitive learning outcomes. Children who were exposed to violence showed damaged peer relationships, risky behaviour, low task completion, poor concentration, and absenteeism. The study provides strong empirical evidence that links exposure to multidimensional violence to quantifiable deficiencies in early learning outcomes, emphasizing the interconnected influence of child, family, and school factors. The study recommended that the Ministry of Education should ensure the full implementation and monitoring of existing child protection and discipline guidelines that prohibit corporal punishment in schools. The establishment of clear, enforceable codes of conduct and reporting mechanisms will promote accountability among teachers and administrators while fostering safe learning environments consistent with children’s rights frameworks. School administrators and Boards of Management should prioritize physical safety through adequate fencing, teacher recruitment to reduce class sizes, and dedicated supervision during play and transitions. Strengthening the physical and supervisory environment will directly minimize opportunities for peer violence and injury.

بیوگرافی نویسندگان

  • Damaris K. Wambua، PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Damaris K. Wambua is a PhD Candidate in Early Childhood Studies at Kenyatta University, Kenya. She holds a Master of Education in Education Planning from the University of Nairobi and a Bachelor of Education in Early Childhood Education from Kenyatta University. She has also completed the Science of Early Childhood Development programme at Aga Khan University and the Applying Behavioral Science for Early Childhood Development (ABC for ECD) certificate programme at INSEAD. Her research interests include early childhood education, child protection, violence prevention, child development, education planning, and evidence-informed policy for improving children's learning and well-being. Her doctoral research examines the attributes predisposing pre-primary school children to violence and their influence on learning outcomes in Kenya.

    ORCID: https://orcid.org/0009-0000-4017-3959

  • Catherine Murungi، Associate Professor, Senior Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Prof. Catherine Gakii Murungi is an Associate Professor of Early Childhood Education at Kenyatta University’s School of Education. Her work focuses on developmental psychology, child nutrition, and foundational learning, combining academic research with graduate student mentorship.

  • Mary Ndani، Associate Professor, Dr., Senior Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Dr. Mary Ndani is a Senior Lecturer in the Department of Early Childhood and Special Needs Education at Kenyatta University's School of Education, Nairobi. Her core specializations include early childhood education, parenting, community education, nutrition, and child rights.

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دانلودها

چاپ شده

2026-08-12

شماره

دوره 12 شماره 6 (2026)

نوع مقاله

Articles

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