Effect of psychosocial experiences on the learning outcomes of student mothers in public universities in Western Region, Kenya

John Munyua Mwangi; Rose Opiyo; Manson B. Sichari

doi:10.51867/ajernet.7.4.8

Authors

John Munyua Mwangi Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-7846-8733
Rose Opiyo Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-6881-7859
Manson B. Sichari Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-9881-814X

DOI:

https://doi.org/10.51867/ajernet.7.4.8

Keywords:

Kenya, Learning Outcomes, Psychosocial Experiences, Public Universities in Western Region, Student Mothers

Abstract

The academic success of undergraduate student mothers in public universities in Western Region, Kenya is significantly influenced by their psychosocial experiences. Balancing motherhood and academic responsibilities present unique challenges that can hinder their ability to perform at the same level as their peers. The objective of the study was to establish the effect of psychosocial experiences on learning outcomes of undergraduate student mothers in public universities in Western Region, Kenya. Despite existing research on student mothers, there remains a gap in understanding how psychosocial challenges. This study sought to bridge that gap by offering a comprehensive analysis of these factors. The study was conducted among government-sponsored undergraduate student mothers in public universities in Western Region, Kenya. It was grounded in role conflict theory. A mixed-method research design was employed. The target population comprises one thousand three hundred and thirteen (1313) respondents. This consists of one thousand two hundred seventy-three (1273) student mothers, four (4) Deans of students, four (4) officers in charge of the gender and mainstreaming committee, four (4) Officers in charge of halls of residences, and four (4) Officers in charge of health facilities from each university and twenty-four (24) Chair of Departments. Simple random sampling was used to select 304 student mothers. Purposive sampling was used to select four (4) Deans of students, four (4) officers in charge of the gender and mainstreaming committee, four (4) Officers in charge of halls of residences, and four (4) Officers in charge of health facilities from each university and twenty-four (24) Chair of Departments. Data were collected through questionnaires, document analysis guides, and interview schedules. The validity and reliability of the research instruments were tested through a pilot study. Descriptive statistics such as means, frequencies, and percentages were used for analysis, alongside inferential statistical techniques, including multiple regression. The descriptive statistics findings and the information obtained during interview showed that psychosocial experiences influence the student motherhood performance. The findings indicated that psychosocial experiences negatively affect student mothers' learning outcomes, with a regression coefficient of -1.213. Conversely, academic resilience. The study concluded that psychosocial challenges hinder the academic performance of student mothers. It recommended that universities implement financial assistance programs such as scholarships and stipends, provide flexible academic schedules and online learning options. The study's findings may inform targeted intervention strategies to support student mothers and have implications for shaping educational policies within Western Region, Kenya public universities.

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