Show simple item record

dc.contributor.authorWanjala, Bernard Juma
dc.date.accessioned2018-10-15T15:30:31Z
dc.date.available2018-10-15T15:30:31Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/11071/5961
dc.descriptionThesis submitted in partial fulfillment of the requirements for the Degree of Masters in Applied Philosophy and Ethics (MAPE) at Strathmore University, Kenyaen_US
dc.description.abstractThis study investigated the perceptions of primary stakeholders on the ethical duty of parents being actively involved in the intellectual development of primary school children in Lavington Area of Nairobi County. Primary stakeholders were defined as the immediate beneficiaries or directly involved in the intellectual development of primary school children. Primary stakeholders therefore, included teachers, parents and pupils themselves. Philosophers and religious leaders as well as governments suggest that parents should play a leading role in their children’s intellectual development. They cite the many benefits that emanate from such parental involvement, especially when genuinely played. These include academic excellence in school and competence in self-expression, among others. Subsequently, plenty of research has gone into it and outcomes attest to the fact that the intellectual development of primary school children whose parents work closely with them is much better unlike those almost entirely left to teachers. It is on this premise that this study took the interest in the primary stakeholders’ perceptions on parental involvement as a way of enhancing children’s intellectual development. Specifically, the study assessed: parents’ provision of children’s basic learning needs, assistance with school assignments, giving regular motivation of children, participating in school-organised activities and taking part in training sessions. This study was guided by the ethical and philosophical postulations of Aristotle; the Vatican IIDeclarations of 1965 document and St. JosemaríaEscrivá who understand a holistic education as involving parents. This study used descriptive research design in gathering the required data from all respondents without seeming to influence them in any way whatsoever. In addition, they were allowed to give responses from their usual places of operation, that is, the school environment or at home. Using survey method, the researcher got together a sample size of 180 pupils, 14 teachers and 120 parents randomly selected from 7 primary schools who responded to questions in questionnaires and some oral interviews. Data was collected between October and December,2017. To ensure content validity, the questions were structured carefully in line with the study objectives and the findings discussed using descriptive statistics.Analysis was done basing on the collected data and presented in percentages, tables and figures. The findings revealed that most primary stakeholders in Lavington Area of Nairobi County consider parental involvement in their children’s intellectual development as necessary. However, not many parents know their role and therefore there is need totrain them. The researcher hastens to note that while this study alone might not be exhaustive enough; it can serve as an eye opener to sensitive society more.en_US
dc.language.isoenen_US
dc.publisherStrathmore Universityen_US
dc.subjectEthical role of Parentsen_US
dc.subjectDirect Assistance -- Children’s School Assignmentsen_US
dc.subjectChildren’s Basic Learning Needsen_US
dc.titlePerceptions of primary stakeholders on the ethical duty of parental involvement in pupils’ intellectual development: a study of selected schools in Lavington area Nairobi Countyen_US
dc.typeThesisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record