Conflict management and pupil performance in primary schools acase study of Kabarnet Division Baringo District in Kenya
| dc.contributor.author | Kandie, Susan | |
| dc.date.accessioned | 2020-07-22T10:56:25Z | |
| dc.date.available | 2020-07-22T10:56:25Z | |
| dc.date.issued | 2008-08 | |
| dc.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 | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/10246 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Conflict management | en_US |
| dc.subject | Pupil performance | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Conflict management and pupil performance in primary schools acase study of Kabarnet Division Baringo District in Kenya | en_US |
| dc.type | Other | en_US |