School of Education and Social sciences

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    Correlates of Loneliness in Single Gender and Coeducational Boarding Schools in Murang’a County, Kenya
    (African Journal of Education, Science and Technology, 2020-07-15) Baru, M. P; Mbugua, Z. K.; Ndegwa, L. W; Njoka, J. N
    Loneliness remains a challenge among learners all over the world especially at adolescence stage. Major correlates of loneliness in schools have been identified as teacher-learner relationships, sense of belonging to school and learners’ peer relationships. The interplay of these factors has not been widely studied in the gendered context of schools. The purpose of this study was to establish power of determination of learners’ peer relationships, sense of belonging to school and teacher-learner relationships on loneliness, in single gender and coeducational sub county public secondary schools in Murang’a County of Kenya. The Krejecie and Morgan table was used to determine sample size of 435 participants from a population of 13,572 students in the sub county coeducational and single gender secondary schools in the county. Stratified random sampling method was used to select 231 boys and 204 girls, each type of school formed a stratum. A cross sectional survey research design was used in the study. Loneliness was measured using Perth aloneness loneliness scale while learners’ peer relationships, teacher-learner relationships and sense of belonging to school were measured using scales developed for this research, with reliability index (α) of 0.81, 0.68, 0.79 and 0.82 respectively. Descriptive statistics and regression analysis was done using statistical package for social sciences (SPSS) program version 20. Lerner (1991) developmental contexualism theory was applied in interpreting the findings. The results indicated that girls were adversely affected by the presence of boys in all variables under observation except in learners’ peer relationships. Learners’ peer relationships, sense of belonging to school and teacher-learner relationships were protective against loneliness. Recommendations are that approaches to improve school climate and alleviate loneliness be anchored
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    Influence of Sense of Belonging to a School on Learners’ Loneliness in Single Gender and Co-Educational Institutions in Murang’a County, Kenya
    (Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2020-05) Baru, Peter Muriuki; Ndegwa, Lucy; Njoka, Johannes Njagi; Prof. Mbugua, Zakaria Kariuki
    The influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in the world and Kenya in particular is not clearly known and documented. Available literature indicates that the learners’ sense of belonging to school significantly impacts on their loneliness. The purpose of this study was to examine the influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in Murang’a County in Kenya. The study was guided by the following specific objectives, which were to; Compare the levels of loneliness among learners in single gender and co-educational schools in Murang’a County and assess power of sense of belonging to school in determining the loneliness levels among learners in single gender and co-educational schools in Murang’a County. The study adopted the cross-sectionalsurvey research design. The Krejecie & Morgan Table was used to select a sample of 435 participants from a target population of 12,400 form two learners from single gender and co-educational secondary schools in the County. Data was collected using two standardized measurement instruments; the Perth aloneness-loneliness scale (PALs) while sense of belonging to school was measured using five statements in a five point Likert scale developed for the study. Administration of the questionnaire was done duringnormal school days by trained research assistants. Data was analysed using the descriptive and inferential statistics with the aid of the Statistical Package for Social sciences (SPSS) version 20.0. The findings of the study indicated that low sense of belonging to school for girls in co-educational institutions was correlated to high levels of loneliness. From the findings of the study, it is concluded thatthere is need to strengthen the psychosocial support systems for learners in co-educational schools through mentorship, guidance, coaching and counselling to facilitate appropriate adjustments of the learners in the schools so as to promote their learningoutcomes.
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