Influence of Learning Environment and Socio-Behavioural Support on Academic Performance of Refugee Children in Public Primary Schools in Ruiru Sub-County, Kenya

Abstract

The purpose for this study was to investigate the influence of learning environment and socio-behavioural support on academic performance of refugee children in public primary schools in Ruiru Sub-County, Kenya. 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. The findings showed that learning environment and socio-behavioural support influence the academic performance of refugee children. Based on research findings, it can be concluded that learning environment influences academic performance of refugees children in public primary schools. The school environment is of paramount importance in shaping and reshaping intellectual ability.  Further, it can be concluded that socio-behavioural support influences academic performance of refugees children in public primary schools. It is recommended that school management should ensure that a favourable learning environment is provided for refugee children. This will ensure that a supportive and favourable school environment free of abuse, name calling and discrimination is achieved. Teachers, parents and other pupils should help in promoting socio-behavioural and psychological support to refugee children.

Key words: learning environment, socio-behavioural support, academic performance, refugee children, Kenya