Psychological Factors Influencing Academic Performance of Secondary School Students in Refugee Camps in Kenya: A Case of Kakuma Refugee Camp

Abstract

Despite efforts to improve access to education, secondary school students in Kakuma Refugee Camp face several challenges that can negatively impact their academic performance. Some of the challenges include lack of resources, language barrier, trauma and stress due to their displacement. The specific objectives were to assess the influence of violence and conflict on the academic performance and to establish the influence of displacement on the academic performance of secondary school students in refugee camps in Kakuma refugee camp. The study was informed by Trauma Theory and Social Cognitive Theory. This study adopted descriptive research design. The total target population was 30 respondents. Since the target population was manageable the study adopted a census sampling technique. Primary data was collected using questionnaires. SPSS (Version 24) was used to conduct descriptive and regression analysis. The findings indicated that r=0.518 and p=0.000. This indicated that there exists a moderate positive and significant relationship between violence and conflict and academic performance of secondary school students in refugee camps in Kakuma refugee camp. The study established that there exists a strong positive and significant relationship (r= .641, P=0.000) between displacement and academic performance of secondary school students in refugee camps in Kakuma refugee camp. The study recommended that teachers incorporate memory enhancement strategies such as repetition and mnemonic devices into their teaching techniques, mental health services, physical exercises and a safe and supportive learning environment should also be made available to students in order to help them manage their symptoms.