Condition on Single Parent Learners With Their Emotional and Behavioural Difficulties in Schools in Meteitei Zone, Tindiret District, Kenya

ABSTRACT The study was about condition of Single Parent Learners on their emotional and behavioral difficulties in schools in Meteitei Zone, Tindiret District Kenya. It was based on the following objectives which were; to investigate the learning conditions of single parent learners in Meteitei zone, Tinderet district Kenya, to determine the level of emotional and behavioral difficulties in Meteitei Zone, Tinderet district, Kenya, to establish if there was a relationship between the extent of single parent learners condition on their emotional and behavioral difficulties. Method&ogy: The study was guided by a descriptive correlation design where existing characteristics of individuals and groups were described. Data ana~ysis: Data was collected by using questionnaires as instrument. The sample was derived using a cluster sampling and systematic random sampling, arriving at 200 respondents. The findings from the study indicate that the teachers who were interviewed were able to identify and work with children with emotional and behavioral difficulties, but some weakness had been detected in the link to single parents and the community. With the move towards greater inclusion and the provision of instruction in the general education curriculum, there was an increased need for general education teachers to be knowledgeable about effectively educating Learners from single parents with emotional and behavioral difficulties. Condusions There are more males than females with single parent learners with emotional and behavioral difficulties. Most respondents were aged 31-4lyears. Most of people in zone were diploma and certificate holders so they had working experience of at least 7years, Number of single parent learners was at least 7O%. The number of learners with emotional and behavioral difficulties was at least 50%. The relationship between the variables was high (R=0.713). So, single parent learner’s conditional leads to emotional and behavioral difficulty by 71.3%. There was significant difference between the level of single parent learner’s condition and behavioral and emotional difficulties. It meant that single parent learner’s condition coefficient was not zero. So, single parent learner’s condition led to emotional and behavioral difficulties significantly than other factors. Recommendations, the researcher recommends that majority of learners from single parents with emotional and behavioral difficulties sit in ordinary educational classrooms, undetected by their teachers. Although the new education system has provided an opportunity for all children to receive education in the least restrictive environment, the skills and training of teachers fail to address the real needs of the learners. Learners from single parents have the right to be educated in unrestrictive and appropriate environments. The movement towards a less restrictive environment is not only a school issue, but a social one with the ultimate goal of having individuals with all types of difficulties living, working and being educated in their own communities. For this reason it is very important that the schools adjust to serve all learners. If they do not make these changes, they are doing harm to all of our children. 

TABLE OF CONTENTS

DECLARATION A

APPROVAL

DEDICATION

ACKNOWLEDGEMENT IV

TABLE OF CONTENTS V

LIST OF TABLES viii

ABSTRACT iX

CHAPTER ONE: INTRODUCTION

1.0 Introduction 1

1.1 Background of the study 1

1.1.1 Historical perspective 1

1.1.2 Theoretical perspective 4

1.1.3 Conceptual perspective 5

1.1.4 Contextual perspective 7

1.2 Statement of the Problem 8

1.3 Purpose of the Study 8

1.4 Research Objectives 8

1.5 Research Questions 9

1.6 Hypothesis 9

1.7 Scope 9

1.8 Significance of the study 10

Operational Definition of Key Terms 10

V

CHAPTER TWO: LITERATURE REVIEW 12

2.0 IntroductIon 12

2.1 TheoretIcal Perspective 12

2.4 Related Uterature 14

CHAPTER THREE: METHODOLOGY 34

3.0 Introduction 34

3.1 Research DesIgn 34

3.2 Research Population 34

3.3 Sample SIze 34

3.4 SamplIng Procedures 35

3.5 Research Instruments 35

3.6 ValidIty and Reliability of researchers’ Instruments. 35

3.7 Data Gathering Procedures 36

3.8 Data AnalysIs 37

3.9 Ethical ConsIderatIons 38

3.10 Umltatlons of the study 39

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION 40

4.0 Introduction 40

CHAPTER FIVE 43

DISCUSION, CONCLUSION, RECOMMENDATIONS 48

5.1 Introduction 48

5.2 Discussion 48

5.3 Conclusion 50

5.4 Recommendations 50

REFERENCES 53

APPENDICES 61

APPENDIX 1 A TRANSMITTAL LETTER 61

APPENDIX lB TRANSMITTAL LETTER FOR THE RESPONDENTS 63

APPENDIX II TO DETERMINE THE EXTENT OF SINGLE PARENT LEARNER’S CONDITION

64

APPENDIC III TO DETERMINE THE LEVEL OF EMOTIONAL AND BEHAVIOURAL

DIFFICULTIES AMONG LEARNERS 65

APPENDIX IV QUESTIONNAIRE TO DETERMINE THE LEVEL OF EMOTIONAL AND

BEHAVIOURAL DIFFICULTIES AMONG LEARNERS 66

APPENDIX V SAMPLE SIZE DETERMINATION 67

RESEARCHER’S CURRICULUM VITAE 68