No abstract

Orphaned and Vulnerable Children academic achievements at all levels are a major concern for all stakeholders in education in Kenya and the rest of the world. The core components for academic achievement of orphaned and vulnerable children in early childhood development include the opportunity to receive instructive education, physical, mental and social education in a nurturing and stable learning environment. This opportunity is characterized as a constructive setting that is amenable to child's overall well-being. This study was guided by the following objective to establish whether interpersonal relationship and peer pressure are psychosocial factors affecting achievement of orphaned and vulnerable children in Ainabkoi Sub-County. The study adopted descriptive survey design. The target population comprised of 99 Early Childhood Schools in Ainabkoi Sub-County 580 teachers in selected schools. The study employed Bronfenbrenner's Bio-Ecological system theory. Cluster and random sampling techniques was used to select the respondents. Interview guide and questionnaires were used to collect data. Cronbach's Alpha coefficient was used to test reliability of the questionnaire. To ensure validity of the research instruments expertise of early childhood specialists and psychologists was sought. Quantitative data was analyzed using descriptive statistics such as measures of central tendencies, standard deviation, percentages and frequency tables with the aid of SPSS version 25. Analyzed data was presented using tables, graphical illustrations and narrations. The study concluded that peer pressure has a positive influence on academic achievement of vulnerable and orphaned children in Ainabkoi Sub County in Kenya. The study recommended that there is a need to realistically have a discourse of this phenomenon. Strategic and deliberate efforts aimed to eradicate disparities and the inequality in this marginalized subpopulation.