Influence of Teachers Instructional Skills on Academic Performance of Refugees Children in Public Primary Schools in Ruiru Sub County
Abstract
The purpose for this study was to determine the influence of teachers‟ instructional skills on academic performance of refugees‟ children in public primary schools in Ruiru Sub County. The study used exploratory research design. There are thirty (30) public primary schools with refugee children in Ruiru Sub County. Purposive sampling technique was used to select 28 public primary schools. The target population for this study was 536 teachers and 30 head teachers. Simple random sampling technique was used to select a sample of 221 teachers while purpose sampling was used to select 28 head teachers. Result findings showed that teachers‟ instructional skills influence the academic performance of refugee children. Based on research finding it can be concluded that that teachers‟ instructional skills influences academic performance of refugees‟ children in public primary schools in Ruiru Sub County. It is further recommended that training through seminars and workshop be introduced for both teachers and head teachers. These training should include skills on how to manage, handle and care for refugee children.
Key words: Teachers’ instructional skills, academic performance, refugees’ children, public primary schools, Ruiru Sub County
References
Bigelow, M. (2010). Mogadishu on the Mississipi :Malden MA:John Willy & Sons Citizen and Immigration Canada .(2009) Immigration Overview. Permanent and Residents.//www.cic.gc.ca/English/pdf/researchstats/fact2008
Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behaviour support systems in schools: Functional behavioural assessment. Guilford Publications.
Dryden-Peterson S. & Hovil L. (2004). “A Remaining Hope for Durable Solutions: Local Integration of Refugees and Their Hosts in the Case of Uganda,” Refuge 22, no. 1: 26–38.
Dryden-Peterson, S. (2011). Refugee education: A global review. Geneva: UNHCR.
Inter-Agency Network for Education in Emergencies (INEE). (2010). “Minimum Standards for Education: Preparedness, Response, Recovery.” New York: INEE.
Karanja, L. (2010). The educational pursuits and obstacles for urban refugee students in Kenya. International Journal for Cross-Disciplinary Subjects in Education, 1(3), 1-9.
Njeri, M. A. (2015). Institutional factors influencing inclusive education for urban refugee pupils’ in public primary schools within Dagoretti Sub–County Nairobi, Kenya (Doctoral thesis, University of Nairobi).
UNESCO (2001). Developing Sustainable Inclusion Policies and Practices Journal of educational change, 6(2), 109-124.
