Students' support an perception of their confidence in schoolwork during the Covid-19 pandemic in Kenya using the response to educational disruption survey (red) 2021.
Abstract
Aim: This study aims to examine students' support and confidence in schoolwork during the
COVID-19 pandemic in Kenya. In doing so the study contributes to a smaller research
gap concerning student support
Theory: Bourdieus's theory of social reproduction (cultural and social capital) served as the
theoretical foundation for the selection of variables in this study.
Method: This is a quantitative research study and used secondary data from Responds to
Educational Disruption Survey (REDS)2021, A total of 910 student samples were used
to analyse the data. Three aspects were examined:(1) Home-based support, (2) support
from teachers, and (3) support from others in relation to the socioeconomic status of
students.
Results: The result shows that 41.3 % of Kenyan students reported having “no one” available to
help at least sometimes in their schoolwork and 58.7 % of students reported that they
never had no one available to help. In other words, the majority of students had someone
to help them at least sometimes with their schoolwork. Again, the result showed that
students from high SES backgrounds received greater home-based support than
students from medium and low socioeconomic backgrounds. The study found a
significant difference between high, medium, and low in students' SES. The result
further indicates that there is a strong association between students from high SES in
terms of the support they received and confidence in their schoolwork.
Degree
Student Essay
Collections
Date
2023-10-31Author
Agyei, Aaron Kwadjo
Keywords
student support
student confidence
home-based support
teachers´ support
Language
eng