Conflict management and pupil performance in primary schools acase study of Kabarnet Division Baringo District in Kenya
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Date
2008-08
Authors
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Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
The study was mainly set out to analyze the impact of Conflicts on academic
performance in primary schools. It was mainly a field suNey of a sample division in
Kabarnet division Baringo District.
The main objectives of the study were to identify the effects of Conflicts on pupil
participation, to assess the quality of seNice delivered under a decentralized frame
work, and to establish the impact of pupil participation on academic performance.
The researcher set to carry out the study, basing on the fact that most poor
performance in schools is as a result of conditions that could otherwise be
preventable through a proper Conflict management. This would be reduced through
meaningful pupil participation and the belief was that focused and informed Conflicts
management in schools would offer an environment for improved academic
performance. A number of research instruments were used in the study; ranging
from questionnaires, inteNiews and obseNation and review of related literature.
The specific objectives included identifying the role of the school Conflicts
management systems on pupil participation. The establishment of the impact of
pupil participation in the delivery o f education seNices on primary school pupils. The
quality of school seNices was measured against their accessibility, affordability,
availability to the population and the level of pupil awareness of the seNice.
The major findings of the study are that, though school Conflicts offered the
opportunities for pupil participation, the pupil is still not fully involved. This is partly
due to pupil ignorance of the operational school Conflicts systems and school
seNices offered poor information flow; plus the domination of lower level school
Conflict management systems by District level representatives. These challenges
demand strengthening primary school seNices, to ensure that there is adequate
capacity and capability to respond to education and social needs. Thus, attention
should be drawn to processes that involve pupil participation but with special
attention to vulnerable groups especially, the disabled and the orphaned children.
Consequently, it is critical to re- examine policy at the national level so as to align it
with overall population educational welfare. It means creating and functionalizing a
mechanism where primary school activities in other sectors re-enforce each other.
Description
A dissertation submitted to the institute of distance and open studies in partial fulfillment of the requirements for a Bachelor’s Degree in education in early childhood of Kampala International University
Keywords
Conflict management, Pupil performance, Primary schools, Kenya