ABSTRACT
Domestic violence has been recognized as one of the greatest pervasive and entrenched forms of violence in Kenya. Domestic violence impact on school performance of young children, who go through domestic violence incidences, was the aim of this study. Earlier studies have focused on the developmental outcomes of children who are exposed to domestic violence. However, more research on the impacts of domestic violence on school performance ought to be studied. The study examined the prevalence of domestic violence, school attendance and assessed the academic performance of pupil’s from families experiencing domestic violence and those not and finally looked at factors influencing domestic violence. The study was guided by the Family Systems Theory by Dr. Murray Bowen (1974). The study employed descriptive survey research design. The sample size was 38 parents, 10 local administrators, 38 class one pupils and 17 class one teachers in public primary schools within Sotik Sub-County. The study used stratified and random sampling procedures to come up with a sample. The instruments used were questionnaires and document analysis. Pilot study was conducted to ensure that all the items in the questionnaires were clear and well understood by the participants. Content validity of the instrument was achieved by ensuring that the items covered all variables and objectives of the study, while the reliability was determined by using the test re-test method. The researcher used the Cronbach’s Alpha Coefficient to compute the internal consistency. The reliability co-efficient ranging from 0.65 to 0.85 was considered accurate enough for the purposes of research. Statistical Package for Social Sciences (SPSS) was used to organize data for analysis. Descriptive statistics (frequencies, percentages, means and standard deviations) and inferential statistics such as independent samples t- test were computed to test hypothesis on the impact of domestic violence on performance of standard one pupils. The study found out that 64.7% pupils reported cases of domestic violence to their class teachers on daily basis and thus it affected school attendance and academic performance of pupils. The study therefore recommends that schools should provide proper guidance and counseling for pupils from domestic violence households. Parents should also try as much as possible to do away with domestic violence and fully support their children’s education. Government of Kenya through its judiciary systems should guarantee the enactment of the Protection Against Domestic Violence Bill (2015), so as to lessen the gap of performance of pupils who witness domestic violence and those who may not. Ministry of Education Science and Technology should review or develop new policy that strongly supports parent-teacher relationships to ensure that children exposed to domestic violence are assisted to get an opportunity of regularly attending school and benefit from early learning.
CHAPTER ONE
INTRODUCTION AND CONTEXT OF THE STUDY
Introduction
This chapter presents the background to the study, the problem statement, purpose of the study, study objectives, research questions, significance of the study, delimitations and limitations of the study, assumptions of the study, theoretical and conceptual framework and definition of operational terms.
Background of the Study
School performance in early years encompasses intellectual, social and physical abilities of every individual learner. Development of these abilities in early years has potential to affect future achievements of children’s throughout their school period. Unfortunately, the rampant cases of domestic violence in Kenya have negatively socialized young children into a society of ridicule, revenge and survival for the fittest (Sambo & Isa, 2016).
Domestic violence has become a global and a widespread phenomenon that has affected millions of children lives globally (UNICEF, 2015). According to Miller (2010), when children learning is favorable, they get chances to various educational opportunities and experiences that are of great benefit to social development and positive relationship with peers and adults. Domestic Violence according to the Act on Protection against Domestic Violence (PADV) (2015), is any form of violence against a person, or imminent danger or a threat of violence
to that person, by other person with whom that person has been, or is in a domestic relationship. According to Abuya and Onsomu (2012), in domestic violence households, children are often involved as invisible victims who are exposed to the abuse.
According to UNICEF (2015), children in the whole world between 500 million and 1.5 billion are facing various forms of violence each year. However, 7 to 14 million children witness domestic violence at home (Edleson, 2009). Many of the extreme dangers of domestic violence are linked in early year’s period, when violence incidences can have an irretrievable influence on youngsters’ well-being and development (Richards, 2011). Studies have found that children’s exposure to domestic violence at home has a great impact of preventing young children from performing well in school according to Sterne and Poole (2010), hence affecting their educational outcomes.
Statistics from USA shows that 29.4% of children live in a family whereby domestic violence occurred in the last one year. In Philippines in the year 2009, it was estimated that around 3.3 million children were at risk of domestic violence in their homes. In Australia, the Australian Bureau of Statistics’ (2005), found out that all the women who went through spousal violence, from the time when they were 15 years and had their children to care, in the course of that relationship, 59
% testified that the incidences of violence took place before their children. As a result, they were unable to provide the necessary stimulation to their school aged children (Levendosky & Dubay, 2009). Thus, affecting their school attendance and learning in school.
Domestic violence and child abuse is more dominant in the countries of sub- Saharan Africa, over 80% of children in these regions reported undergoing through violence at home. Study by Sherr, Hensels, Skeen, Tomlison, Roberts and Macedo (2015), in Malawi and South Africa indicated high rates of community and domestic violence. In Malawi 28.5% of women reported being abused by their spouses while in South Africa 40% of women reported physical violence against them (Sherr et.al, 2015). Forty five percent of children in both of these countries were affected by the violence since they watched their mothers being beaten (Sherr et.al, 2015).
In East Africa countries, incidences of domestic violence has been reported extensively especially through the media. Tanzania, Uganda and Kenya had acknowledged cases of domestic violence in majority of its communities, including child battery and domestic fights which had adverse effects on children’s well-being (Devaney, 2015). Report by UNICEF (2014), in Kenya, indicated 47% level of domestic violence and that many children are vulnerable to its negative consequence. Reported complaints of domestic violence are documented in the County Commissioners Offices (UN, 2014).
The Kenya government in 2003, introduced the Free Primary Education for all children, all children in Kenya got an opportunity to learn than before (Oketch & Ngware, 2010). This was one of the key strategies towards achieving the goal of Education for All (EFA) by 2015. The primary school enrolment levels increased from 5.9 million in 2002 to around 7.5 million in 2006, with Net Enrolment Rates
increasing from 77% in 2002 to 86 % in 2006 (Kenya & UNESCO, 2004/2005). But despite this rapid influx, an estimated 1.7 million youth and children (200,000 youth and 1.5 million aged 6-14 years) who for various socio-economic explanations had been incapable to access education services had dropped out of primary schools countrywide (Oketch & Ngware, 2010). The rampant cases of domestic violence are mostly perpetuated by parents’ abuse of alcohol in rural areas (Chebogut & Ngeno, 2010). Their inability to provide physical, emotional and economic support to their families and children has become a contributing factor to pupils’ irregular school attendance of school and finally leading to poor performance.
The national dimensions of domestic violence studies by Oketch, Ngware, Chebogut and Ngeno (2010), Abuya and Onsomu, (2012), Narae (2013) and Gichuba (2017) on its forms, incidences, impacts and prevalence are alarming. Domestic violence against women is widespread and a staid problem. Children being the most affected individuals; their learning is a consequence of domestic violence (Gichuba, 2017). As a result of this, children have been victims of domestic violence in Sotik Sub-County.
(Gichuba, 2017; Chebogut & Ngeno, 2010; UNICEF, 2014; Raphaela, 2015) recommended that constructive studies evaluating the effect of violence against children on education and learning outcomes as well as on their child’s life opportunities ought to be conducted. This study consequently sought to fill this gap by researching on domestic violence and children’s academic performance to unearth the effect of domestic violence incidences on children’s learning.
Statement of the Problem
Recent media reports and studies in Kenya have documented the rampant cases of domestic violence (UNICEF, 2014; Raphaela, 2015; Gichuba, 2017). Domestic violence in Kenya according to Coalition on Violence Against Women-Kenya (COVAW-KENYA, 2011), is one of the persistent violations of human rights, which has denied women and children dignity, equal opportunity, self-worth, security and their rights to enjoy their fundamental freedoms.
Domestic violence incidences have negatively influenced children’s learning. Despite the rights of children to protection against all forms of domestic violence, neglect and abuse there is repeated cycles of domestic violence at home; whereby many young children are exposed to and its effects reflected in school (Uwezo, 2012). Fewer studies have been done on the impact of domestic violence on learning, however its impact on academic performance of young children need to be unearth, Therefore, this study sought to establish whether domestic violence influence children’s academic performance in standard one in Sotik Sub-County- which was the focus of this research study.
