Influence of School Physical Facilities on Academic Self-Concept in Informal Settlements in Kenya

Grace Wandia Gatundu; Mwaura Kimani; Alexander Ronoh

doi:10.51867/ajernet.4.2.69

Authors

Grace Wandia Gatundu School of Education, Maasai Mara University, Kenya https://orcid.org/0000-0003-1641-2248
Mwaura Kimani School of Education, Maasai Mara University, Kenya https://orcid.org/0000-0002-0453-2026
Alexander Ronoh School of Education, Maasai Mara University, Kenya

DOI:

https://doi.org/10.51867/ajernet.4.2.69

Keywords:

Academic Self-Concept, Informal Settlements, Physical Facilities, Primary Schools, School Environment

Abstract

The school environment plays a crucial role in shaping the academic self-concept of primary school learners. This study aimed to assess the influence of school physical facilities on the development of academic self-concept among the 9,536 primary school pupils in Kibra Sub-County, Nairobi. Bronfenbrenner's ecological systems theory provided the underpinning for this research. Employing a descriptive survey design, data was collected from a sample of 385 respondents selected through stratified and purposive sampling techniques. Questionnaires were used for learners in Class VII, while interviews were conducted with 35 head teachers and 35 teacher-counsellors. The study revealed that academic self-concept among pupils in informal settlement primary schools is adversely affected by inadequate physical facilities. Statistical analysis using SPSS 23 showed a Pearson's Product Moment Correlation coefficient (r = 0.728; p < 0.05) at the 0.05 level of significance, demonstrating a high degree of internal dependability in the collected data. In conclusion, the study highlights the detrimental impact of inadequate school physical facilities on the academic self-concept of learners in informal settlement primary schools. The findings offer valuable insights for the Ministry of Education to enhance the learning environment and enforce policies to create a child-friendly school environment.

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