Mitigating Educational Disruption in Kenya: Analyzing Home-Based Support During the COVID-19 Pandemic

Agyei, Aaron Kwadjo

doi:10.21608/ihites.2025.353929.1223

Mitigating Educational Disruption in Kenya: Analyzing Home-Based Support During the COVID-19 Pandemic

Document Type : Original Article

Author

Aaron Kwadjo Agyei

Department of Education and Special Education, University of Gothenburg, Sweden

10.21608/ihites.2025.353929.1223

Abstract

This study examines students' support and confidence in schoolwork during the COVID-19
pandemic in Kenya. Doing so contributes to a smaller research gap concerning student support.
Bourdieus's theory of social reproduction (cultural and social capital) served as the theoretical
foundation for selecting variables in this study. This quantitative research study used secondary
data from Responds to Educational Disruption Survey (REDS)2021; 910 student samples were
used to analyse the data. Three aspects were examined:(1) Home-based support, (2) support
from teachers, and (3) support from others concerning the socioeconomic status of students.
The result shows that 41.3 % of Kenyan students reported having “no one” available to help at
least sometimes in their schoolwork, and 58.7 % reported that they never had anyone available
to help. In other words, at least sometimes, most students have someone to help them with their
schoolwork. Again, the result showed that students from high SES backgrounds received
greater home-based support than students from medium and low socioeconomic backgrounds.
The study found a significant difference between high, medium, and low in students' SES. The
result further indicates a strong association between students from high SES regarding the
the support they received and confidence in their schoolwork.

Keywords

Main Subjects

Education, general

Article History

Receive Date: 2024/11/3

Revise Date: 2024/11/9

Accept Date: 2024/11/25

Publish Date: 2024/12/2

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