Effects of Childhood capability deprivation on Academic performance: a case of Primary School Pupils in Rhonda Slums, Nakuru Sub-County Kenya

Abstract

Childhood capabilities refer to a range of options that a child has that determine the kind of life he or she lives. Approximately 19.5% of the global children population lives in state of capabilities deprivation while in Kenya, childhood capabilities deprivation rate stands at 45% of the total children population. This study sought to examine the effect of childhood capability deprivation on the academic performance of primary school pupils in Rhonda slums. The specific objectives of the study were to examine the effect of health deprivation, household socioeconomic status (SES), and nutritional deprivation on the academic performance of primary school pupils in Rhonda slums. The study was guided by Amartya Sens Capability Approach of Development and Maslow Hierarchy of Needs. It utilized the descriptive survey design where it targeted a population 3276 individuals comprising of 3204 pupils and 72 teachers in six primary schools in Rhonda slums. From this population, a sample of 90 pupils was selected using the random sampling technique and 7 teachers were selected using purposive sampling. Semi-structured questionnaires were used to collect quantitative data from pupils while semi-structured interview guides were used to collect qualitative data from teachers. Quantitative data was analysed using descriptive and inferential statistics while qualitative data was analysed using thematic technique. Results showed that on health deprivation, access to preventive care (t=3.232, p=.002) and school absenteeism due to illness (t=1.996, p=.044) were the main factors affecting the academic performance of pupils in Rhonda slums. Regarding household SES, findings revealed that possession of durable household assets such as house and land, father occupation, and mother occupation had a statistically significant effect on pupils’ academic performance. About effect of nutrition deprivation, the study found that only the quality of meals taken by the pupils (t= 3.196, p= .013) had a statistically significant influence on their academic performance. Number of meals per day and access to nutrition information had no significant effect on academic performance. The study recommends the development and implementation of interventions aimed at improving access to preventive care, reducing school absenteeism due to illness, increasing acquisition of durable household assets, and improving quality of meals. The study also recommends the development and implementation of social protection programmes targeting households with parents who are unemployed or underemployed.