INFLUENCE OF EMOTIONAL INTELLIGENCE ON ACADEMIC ACHIEVEMENT OF ORPHANS AND VULNERABLE PUPILS IN PUBLIC PRIMARY SCHOOLS IN KENYA

Abstract

A technical report on improving the lives of vulnerable children in Kenya 2013, states that the number of Orphans and Vulnerable Children (OVC) in Kenya is about 2.6 million. The report further states that about 46% of Kenyans live on less than a dollar a day hence lacking primary needs making them exposed to different forms of abuse. With the growing concern on the academic achievement of orphans and vulnerable children in Kenya, a study was done to investigate the influence of emotional intelligence on academic achievement among orphans and vulnerable primary school pupils in Alego-Usonga Sub County-Kenya. The purpose of the study was to establish the influence of emotional intelligence on academic achievement of orphans and vulnerable pupils in puplic primary schools in Alego – Usonga Subcounty-kenya.The objectives of the study were; to determine the differences in levels of emotional intelligence among orphans and vulnerable public primary school pupils; investigate the relationship between self-awareness and academic achievement of orphans and vulnerable primary school pupils; establish the gender differentials in emotional intelligence between orphans and vulnerable pupils in public primary schools. Finally, finding the effect of guidance and counseling in the promotion of Emotional Intelligence among orphans and vulnerable primary public school pupils. The study was pivoted on two theories; Broaden and Build Theory of Positive Emotions and Ability theory of Emotional Intelligence. The study used Ex-post facto and descriptive research design. The study was carried out in Alego-Usonga Sub County-Kenya. The population of study was drawn from 136 Primary schools targeting total orphans and vulnerable children of adolescence age. The study sample comprised of 319 orphans and vulnerable primary pupils in classes six to eight of between 10 to 19 years old, 16 Guidance and Counseling teachers, 7 Curriculum support officers and 1 quality assurance officer. The pupils’ sample was arrived at using proportional stratified random sampling method taking into considerations the school location,age,gender and learner language abilities. Respondents were willingly involved in the study.The parents of the OVCs were asked to sign consent forms.Purposive sampling technique was applied to select respondents and determine number of OVCs, GNC teachers, Curriculum Support Officers and Sub County Quality Assurance Officer. A modified version of Mahapel Emotional Intelligence test, Guidance and counseling teacher’s questionnaire, interview schedule and learners progress records were used to collect data. Pilot study was done to ascertain validity and reliability.The reliability coefficient of the instrument was 0.8. Data analysis was done using descriptive and inferential statistics.SPSS version 27 was employed. Independent sample t-tests among orphans and vulnerable primary school pupils in public primary schools showed that emotional intelligence of OVCs in urban schools is higher than that of their counterparts in rural areas.OVCs in urban schools recorded (m=23.74286, SD=94) t=25.147 at p=00 as compared to their counterparts in rural (m=22.6438, SD 149) t=17.458 at p=00. The null hypothesis was therefore rejected.The results indicated that self-awareness statistically influenced academic achievement of orphans and vulnerable pupils given rs = 0.589 at p <0.05.The null hypothesis was thus rejected. Further, the results indicated that there was no statistically significant difference in emotional intelligence between orphans and vulnerable boys and girls with the student t-test value of 3.522 at p>0.05.The null hypothesis was therefore not rejected. Finally, thematic analysis revealed that guidance and counseling has a significant effect in promotion of emotional intelligence among orphaned and vulnerable primary school pupils in public schools. It was recommended that guidance and counseling programs that promote emotional intelligence should be enhanced in primary schools so as to promote emotional intelligence among orphans in schools. The ministry of education should offer guidance and counseling training to teachers and employ guidance and counseling professionals in schools. The study will be useful in aiding the teachers and the community in harnessing the potentials that exist in the adolescent orphans, helping them to wade through their unique experiences in school.