MEM Theses and Dissertations (2019)

Permanent URI for this collection

http://hdl.handle.net/11071/6740

Browse

Browsing MEM Theses and Dissertations (2019) by Subject "Home education"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Effect of home education on reading motivation
    (Strathmore University, 2019) Kuthimba, Elizabeth Nzisa
    The purpose of this research was to investigate the effect that home education has on reading motivation of its pupils aged 8-11. Home educated children within the sample space were drawn from three Nairobi regions of one home educators’ network. The study utilized Wigfield’s motivated reader model whose Motivated Reader Questionnaire (MRQ) tool, assesses self-beliefs goals, and values, of readers to determine reading motivation. Reader self beliefs were measured by self-efficacy, work avoidance and challenge subscales. Reader values were measured by social, grades, compliance sub-scales. While reader achievement goals were measured by curiosity, involvement, recognition and competition sub-scales. Fifty three indicators of these 11 aspects of reading motivation were tested among emerging readers leading the study to the conclusion that home education has no effect on reader self-beliefs, goals and values. The study correlated home educated pupils on all the aspects of reading motivation on all the 53 indicators of MRQ using the Chi Square statistic. The study found that 3 of 53 indicators of reading motivation had a significant relationship with years spent in home education. The study also analysed the strength of relationship between years in home education and reading motivation and found the relationship to be moderately strong and lacking predictive capability. Girls had a stronger beliefs, goals and values on reading motivation than boys. The study confined its observations to the home education situation in Kenya. The study recommended reading motivation be addressed among budding readers within the age bracket. Recommendations concerned home educators, and parent-led interventions. The researcher anticipated interaction between Kenyan education policy makers and home educators with a view to improve basic education provision locally.
  • Thumbnail Image
    Item
    Personalized learning in home education: an examination of parent perceptions and use of multiple intelligences and learning styles in lower elementary learners in Nairobi, Kenya
    (Strathmore University, 2019) Sitati, Janice Muthoki Kaunda
    This study explored personalized learning in home education. It examined parent perceptions of their learner's needs and interests through the combined use of two complementary educational approaches, the theory of Multiple Intelligences and the theory of Learning Styles. It further examined if and how these two approaches were used to personalize learning for lower elementary learners within the context of home education. The theoretical framework proposed the combined use of both approaches to achieve effective personalized learning in this context. This mixed methods study was done in Nairobi with a sample drawn from home educated learners between the ages of 6 and I 0 years and their parent educators. The data was collected using open ended parent educator questionnaires and learner interviews as well as closed ended multiple intelligences checklists and learning styles inventories. The data was analyzed using thematic analysis due to the exploratory nature of the study. It was found that parent educators were knowingly or intuitively aware of their learners' multiple intelligences and learning styles, and this awareness in many cases translated to effective personalized learning. Outcomes of effective personalized learning were enhanced personalized home learning characterized by increased learner engagement, motivation, comfort, increased understanding and enjoyment in learning. A derived conceptual framework was suggested which confirmed and built on the theoretical framework. As the study was limited to home education of lower elementary learners in Nairobi, future studies were recommended to test the resulting conceptual framework quantitatively within Kenya and further studies on the same can be done in other countries where home education is practiced.