Manifestations of boys’ under participation in education in Kenya: the case of Busia and Kirinyaga counties

Muyaka, Jafred; Omuse, David Emoit; Malenya, Francis Likoye

doi:10.1080/03057925.2021.1877113

Cited by 4 publications

(6 citation statements)

References 17 publications

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“…An investigation on boys under participation by way of low achievement levels in education measured by their enrolment, school attendance and performance in national examinations, and with most boys achieving below average mean scores, limiting their chances of progressing to well-equipped secondary schools (Muyaka et al, 2021) supports this argument. The study was done in one of the counties covered in this study.…”

Section: Discussionmentioning

confidence: 97%

“…Over recent decades, the Kenyan people have witnessed, and experienced great effort from government, from several non-governmental organisations (NGOs) and women profession-based bodies push for women empowerment, including effort to eradicate discrimination against the girl child. In the process though, society and the direct drive appear to have neglected the needs of the boy child (Muyaka et al, 2021). Simultaneously, boys may not always be raised in a gender-neutral atmosphere, right from the home.…”

Section: Discussionmentioning

confidence: 99%

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Socio-Demographic Characteristics of Incarcerated Male Adults With Adhd in Selected Prisons in Kenya

Waruinge,

Ayuya,

Tuikong

2023

EJSSS

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a mental disorder characterized by difficulties in behaviour control. This study aimed to explore the socio-demographic characteristics of incarcerated male adults with ADHD in selected prisons in Kenya. A mixed methods approach was employed, combining quantitative and qualitative data collection and analysis. The target population consisted of incarcerated male adults aged 18 to 65 years. The study revealed important insights into the profile of these individuals. The majority of respondents fell within the age range of 20 to 50 years, indicating a prevalence of ADHD among individuals in their prime adulthood. Common previous occupations included agriculture, transport-related, and casual jobs. Marital status analysis showed a significant number of married respondents, highlighting family responsibilities among incarcerated male adults with ADHD. In terms of education, the majority had levels below college, with primary and secondary education being the most common backgrounds. First-borns had the highest representation, and many respondents came from large families with four or more children. Mothers were reported as the most common parent during the respondents' childhood. Regarding income levels, the majority had low-income levels, reflecting socioeconomic challenges faced by incarcerated male adults with ADHD and their limited financial resources. These findings provide a comprehensive understanding of the socio-demographic characteristics of incarcerated male adults with ADHD in Kenya. The insights gained from this study may inform targeted interventions and support services within the prison system to address the specific needs of this population. Article visualizations:<img src="/-counters-/soc/0071/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Socio-Demographic Characteristics of Incarcerated Male Adults With Adhd in Selected Prisons in Kenya

Waruinge,

Ayuya,

Tuikong

2023

EJSSS

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“…This can be evidenced by the UNEB report for 2015, 2016, 2017, 2018, 2019 and 2020, where statistics showed that males performed poorer in the English language (at 1.3% compared to their counterparts, the female candidates at 1.4%) while male candidates showed better performance in mathematics and sciences (UNEB, 2020). Even in continuous assessments, boys' performance in English language subject has been lower compared to other compulsory subjects (Muyaka et al, 2023). Therefore, without doubt, boys' unabated poor academic performance in the English language is a major issue among students, teachers, parents, school administrators and the community at large, which has to be investigated (Wangu, 2014).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…However, there is an assumption that all students admitted into secondary schools regardless of their gender can cope with the academic demands and responsibilities, but on the contrary, some students tend to concentrate on particular subjects and give less attention to others and end up with either good grades or low grades. This has been observed, especially in Ugandan secondary schools, that boys perform poorer in the English language during their continuous assessments and final national assessments (Muyaka et al, 2023). Therefore, the study investigated the perception of teachers of English towards boys during English lessons and its implication on performance.…”

Section: Introductionmentioning

confidence: 99%

Perception of Teachers of English Towards Boys in English Lessons in Secondary Schools in Uganda: Implication on Students’ Performance

Kaahwa,

Sentamu,

Muweesi

et al. 2023

East Afr. j. educ. stud.

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The study investigated why boys perform poorly in the English language in secondary schools, with a focus on schools in Uganda. The specific objective was: to establish the perception of teachers of English towards boys in English lessons in Uganda. An explanatory case study research design was adopted, and 20 study participants were included in this study. Purposive sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation checklist and document analysis. Findings revealed that teachers of the English language perceive boys as not cooperative in class; they are stubborn, disturbing, and much disorganised with low interest in the subject. Findings further revealed that some teachers are supportive and accommodative whereas some are cold-hearted towards them. The administrators also said that the performance of boys in the English language has been deteriorating for the last four years since 2018 when it comes to the UCE results. It was recommended that Teachers need to improve their pedagogical approaches in order to interest boys in English Language subjects. Boys need to be trained in better ways in which they can read the English language and be independent thinkers than always following their peers. In addition, Boys in secondary schools need to change their attitude and feeling towards the English language and take it as a serious subject like other subjects. Developing a positive perception and attitude towards the subject will enable them to improve their grades. Further still, boys should not perceive the English language as a subject for only girls because there are male teachers of the English language and doing it perfectly well with ease.

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“…International research into this situation has indicated that girls outperform boys in all subjects. This evident in the studies carried out in the Philippines Fontanos & Ocampo, 2019), Finland (Lahelma, 2021), Kenya (Muyaka, Omuse & Malenya, 2021), Pakistan (Ullah & Ullah, 2021) and Spain (Sáinz, Solé & Fàbregues, 2021). Sáinz et al (2021) state that in countries like Spain, boys are more likely to fail in school than girls and that during the last decade boys show a higher disposition to drop out of school earlier than girls.…”

Section: Introductionmentioning

confidence: 99%

The impact of teacher and learner positioning in the writing classroom

Mather¹

2022

JLT

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Existing research shows that in South Africa, there are reasons for concern regarding the achievements of a large proportion of Grade 6 learners in language learning. The impact of this poor language achievement affects their success rates across learning areas and in higher grades. It has also been found that historically, Grade 6 boys have achieved and continue to achieve lower results than their female peers in national and international language assessments. However, boys’ language learning in the Intermediate Phase in South African schools is surprisingly under-researched, particularly their writing skills development. This study uses positioning theory to understand Grade 6 boys’ writing development. A cycle of the Grade 6 writing programme, as prescribed by the Curriculum and Assessment Policy Statement (CAPS) (DBE, 2011), was observed and analysed. Although the teachers followed the same policy statement (the CAPS), it was found that their scaffolding approaches within the stages of the writing cycle differed significantly. It was concluded that there are significant links among three key elements: teacher knowledge, teachers’ and learners’ positioning in the writing process, and learners achieving the object of cognition in the stages of the writing cycle.

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Manifestations of boys’ under participation in education in Kenya: the case of Busia and Kirinyaga counties

Cited by 4 publications

References 17 publications

Socio-Demographic Characteristics of Incarcerated Male Adults With Adhd in Selected Prisons in Kenya

Socio-Demographic Characteristics of Incarcerated Male Adults With Adhd in Selected Prisons in Kenya

Perception of Teachers of English Towards Boys in English Lessons in Secondary Schools in Uganda: Implication on Students’ Performance

The impact of teacher and learner positioning in the writing classroom

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