The Influence of School Curriculum Support Materials on Academic Self-Concept of Pupils in Primary Schools in Informal Settlements in Kibra Sub-County, Kenya

Abstract

This study investigates the influence of curriculum support materials on pupils' academic self-concept in primary schools located in informal settlements in Kibra sub-county, Nairobi County, Kenya. Self Determination Theory guided this research. The study employed a survey research design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The findings indicated that there was a significant statistical relationship between curriculum support materials and academic self-concept of r=0.539, p=0.002<0.05. The study concluded that levels of pupils’ academic self-concept in primary schools in informal settlements can be enhanced through provision of curriculum support materials. The Ministry of Education should enforce a policy that all schools in informal settlements should comply with standards for child-friendly school environment. The main beneficiaries of this study will be learners in the primary schools in the informal settlements when the policy makers improve in the provision of curriculum support materials hence their academic self-concept will be enhanced.