Effectiveness of Psychosocial Intervention to School Refusal Behavior among Pupils in Public Primary Schools in Keiyo North Sub-County, Elgeyo Marakwet County, Kenya

Abstract

Despite the many efforts by parents, teachers, and counselors to curb school refusal behavior, there is much evidence that the problem has persisted from times immemorial. The objective of the study was to determine psychosocial intervention strategies to school refusal behaviour among pupils in public primary schools. The current study aimed to determine the Effectiveness of Psychosocial Intervention in reducing school refusal behavior among pupils in public primary schools in Keiyo North sub-county, Elgeyo Marakwet County, Kenya. The study was based on a positivist philosophy and Hirschi's control theory, which explains how attachment to a given school can be a means for a learner to make positive academic and social life choices. The research design employed was descriptive, and a survey was used. The targeted population was grade 7 and 8 pupils in public primary schools who were absent from school or class for at least 10% or more days in their previous academic year. They were identified with the assistance of their class teachers. Keiyo North Sub-County has a total of 5806 pupils in both classes. Purposive sampling was used to select the public primary schools participating in the research. Gill et al. (2010) used a sample size determination table to calculate the sample size, and a sample of 357 learners was derived. Four schools from each of the four zones in the sub-county were used for piloting and did not participate in the actual research. Data was collected using document analysis, which included attendance registers, records from guidance and counseling departments, discipline books, and pupils' questionnaires. To determine the validity of the research instrument, piloting, correlation analysis, and consultation with supervisors who are experts were done. Cronbach alpha was used to ascertain the reliability of the instruments, which resulted in an alpha value of 0.7. This was considered high enough and was thus accepted and used. Data from questionnaires were validated, coded, and tabulated, then analyzed with the help of the SPSS computer package for social science version 23. Descriptive statistics used were charts and percentages to present demographic data and inferential statistics (chi-square) to determine the relationship between dependent and independent variables. It was concluded that there is a relationship between psychosocial interventions and school refusal behavior and that the psychosocial support given to school refusers is not sufficient, thus making the problem of school refusal persist. The study recommended that urgent measures should be put in place to enhance the Effectiveness of intervention strategies to curb school refusal behavior. Also, all stakeholders should utilize intervention strategies that best suit their learners, collaborate to understand the underlying reasons for the problem of school refusal and create warm and friendly school and home environments for learners. Additionally, further studies should be carried out on other intervention strategies to curb school refusal behavior.