HIV/AIDS EFFECT TO ECDE CHILDREN ON ACADEMIC PERFOMANCE IN UGEYA NORTH WEST LOCATION,

SIAYA COUNTY, KENYA

BY

ELIZABETH

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT OF THE WARD OF DIPLOMA IN EARLY CHILDHOOD

DEVELOPMENT EDUCATION OF UNITY COLLEGE

2017

DECLARATION

This research proposal is my original work and has not been presented for examination and

academic award in any other institution of higher learning.

__________________________________________ __________________

Elizabeth Date

Reg. No.:

This research proposal has been submitted for examination with my approval as the College

Supervisor.

____________________________________________ _______________

Mr. Date

Unity College

DEDICATIONThis study is dedicated to my husband xxxxx and my daughter for their continued support in

compiling this project proposal work.

ABSTRACT

The purpose of the study is to investigate the effects of HIV/AIDS to ECDE children on

academic performance. Since HIV/AIDS was discovered in 1981, more than 60million people

have lost their lives to the virus. According to the Joint United Nations Program on HIV/AIDS,

nearly 34 million are currently living with HIV/AIDS, including nearly 3 million children under

the age of 15. This intends to examine the performance of children living with HIV/AIDS in

E.C.E classrooms, determine factors contributing to poor performance among children living

with HIV/AIDS in E.C.E classroom and Establish how children living with HIV/AIDS are

identified in E.C.E classrooms. The sample will comprise of 15 teachers, 18 parents and 18 pre-

school children. Data will be collected by use of questionnaires, interviews and observation

which will be analyzed using frequency tables and graphs.

TABLE OF CONTENT

DECLARATION

DEDICATION

LIST OF TABLES

FIGURE 1………..……………………………………………………………………..x

ABSTRACT

CHAPTER ONE: INTRODUCTION

1.1 Background to the study

1.2 Statement of the Problem

1.3 Purpose of the Study

1.4 Objectives to the Study

1.5 Research Questions

1.6 Significance of the Study

1.7 Assumptions of the Study

1.8 Limitations of the Study

1.9 Delimitations of the Study

1.11 Organization of the Study.................................................................

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction…………………………………………………………………………...8

2.1 Theoretical Framework……………………………………………………………….9

2.1.1 the health model theory…………………………………………………………..…9

2.2 HIV/AIDS and demand for education..........................................................................10

2.3 School performance on children living with HIV/AIDS…………………..………….11

2.4 HIV/AIDS children performance in Early Childhood Education.................................12

2.5 Conceptual Framework..................................................................................................14

3.0 CHAPTER THREE: RESEARCH METHODOLOGY...........................................15

3.1 Introduction.....................................................................................................................15

3.2 The research design..........................................................................................................15

3.3 Target population of the study..................................................................................16

3.4 Sampling procedure and sampling design.................................................................16

3.5 Data collection/ Research instruments.......................................................................16

3.6.1 Validity of instruments............................................................................................17

3.7.2 Reliability of the instruments...................................................................................17

3.8 Data Collection Procedure..........................................................................................17

3.9 Data analysis and presentation....................................................................................18

3.10 Ethical considerations................................................................................................19

REFERENCES0

APPENDICES

APPENDIX I: Transmittal letter

APPENDIX II: WORK PLAN

APPENDIX III: BUDGET5

Appendix IV: Questionnaires,,26

CHAPTER ONE

BACKGROUND OF THE STUDY

1.0 Introduction

Since HIV/AIDS was discovered in 1981, more than 60 million people have lost their lives to the

virus. According to the Joint United Nations Program on HIV/AIDS (UNAIDS, 2004), nearly 34

million people are currently living with HIV/AIDS, including nearly 3 million children under the

age of 15. Children who have been orphaned by AIDS are forced to leave school, engage in child

labor or prostitution, suffer from depression and anger, or engage in high-risk behavior that

makes them vulnerable to contracting HIV. Children who live in homes that take in orphans may

see a decline in the quantity and quality of food, education, loves, nurturing and may be

stigmatized. The demand for educational services declines because of reduced family resources

that are available for schooling in AIDS affected households HIV\AIDS also changes the trend

of school age population as it causes a rise in the number of orphans in the country who may not

afford education. Many orphans live in child headed families that lack basic human needs

because of the death of parents who were the source of financial support (UNAIDS, UNICEF,

USAID, 2004). The Human Immunodeficiency Virus [HIV] that leads to Acquired Immune

Deficiency Syndrome [AIDS] is the most severe epidemic facing the entire world today. Once a

person has developed AIDS, a variety of other ailments occur because the body is incapable of

combating other bacteria or virus that causes diseases. HIV/AIDS epidemic also reduces the

demand for education. Families that are affected will have fewer resources available for

medication and school fees. Consequently, few children will be able to afford or complete

schooling. Girls are likely to be affected more because they are forced out of school more than

boys to take care of sick family members, or to work in order to make up for lost family income.

It is therefore against this background that the current study will seek to investigate on the effects

of HIV/AIDS to ECDE children on academic performance.

1.2 Statement of the Problem

Over the last decade, HIV/AIDS has become the most devastating pandemic in Kenya and this

has made the government declare it a national disaster. According to world vision (2000), the

effect of HIV/AIDS has been felt by many countries and has had devastating effect on the

development of the economy, education and agricultural sector. In the education sector, for

example, learning has been negatively felt when teachers die. As a result, this affects children

because they stay for some days without being taught. In other cases, children do not concentrate

in class due to their parent’s sickness or being stigmatized in school because of being sick (Crim,

1999). There is therefore great need to investigate the effects of HIV/AIDS to ECD children on

academic performance.

1.3 Purpose of the Study

The purpose of the study will be to investigate the effects of HIV/AIDS to ECDE children on

academic performance in Ugenya North west location, Siaya County, Kenya.

1.4 Objectives to the study

1. Examine the performance of children living with HIV/AIDS in E.C.E

classrooms.

2. Determine factors contributing to poor performance among children living

with HIV/AIDS in E.C.E classroom.

3. Establish how children living with HIV/AIDS are identified in E.C.E

classrooms.

1.5 Research Questions

1. How is the performance of children living with HIV/AIDS in E.C.E

classrooms?

2. What are the factors that contribute to poor performance among children

living with HIV/AIDS in E.C.E classroom?

3. How does the child living with HIV/AIDS can be identified in E.C.E

classrooms?

1.6 Significance of the Study

The study is hoped to help the ECE teachers learn the factors contributing to poor performance

among children living with HIV/AIDS in E.C.E classroom. The study is also ought to come up

with the remedies and measures needed to improve academic performance of children living

with HIV/AIDS in E.C.E classrooms

1.7 Assumption of the Study

The research will be based on the following assumptions: that the samplewill represent the

population, it is also assumed that the data collection instruments will be valid and consistent and

that the respondents shall answer the questions correctly and truthfully.

1.8 Limitations of the Study

Due to resource and time constraints, only one districtout of 4districts in SiayaCountywill be

studied. Information on HIV/AIDs matters is very confidential and many of the respondents may

be unwilling to share such data. However, the researcher will be introduced to them by their

known friends and colleagues who will advise them accordingly before the questionnaire is

administered.

1.9 Delimitations of the Study

There are many factors that affect ECE children academic performance but this study will

investigate on the effects of HIV/AIDS to ECDE children on academic performance in Ugenya

North West location, Siayacounty, Kenya only. This study will be limited to ECE schools in

Ugenya North District only and the data will be generalized to other schools and districts in

SiayaCounty.

1.10 Definitions of Significance Terms

Learner: this is the preschooler who is aged between three and six

years.

Preschool: this is a learning institution for children aged between

three and six years.

Performance: results obtained by administering oral and written tests after

learning activities.

Materials: these are teaching learning aids used to pass information

when teaching.

Instructional materials: materials used by the preschool teacher in the teaching and

learning process.

1.11 Organization of the study

The study is organized into three chapters. Chapter one consists of: Background of the study;

Statement of the problem; Purpose of the study; Objectives of the study; Research questions;

Significance of the study, Limitations of the study; Delimitations of the study; Basic assumptions

of the study; Definition of significant term and Organization of the study. Chapter two presents

the literature review which comprises of the past studies or documented information about the

effects of HIV/AIDS to ECDE children on academic performance. The chapter is organized

according to the objectives of the study: Examine the performance of children living with

HIV/AIDS in E.C.E classrooms, determine factors contributing to poor performance among

children living with HIV/AIDS in E.C.E classroom and to establish how children living with

HIV/AIDS are identified in E.C.E classrooms in Ugenya North west location, SiayaCounty,

Kenya. Chapter three presents; research design, target population, sampling procedure and

sample size, research instruments, validity and reliability of research instruments, data collection

procedure, data analysis, ethical consideration of issues and Operationalization of variables.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents the review of literature on the effects of HIV/AIDS to ECDE children on

academic performance in Ugenya North West location, SiayaCounty, Kenya. Children are

persons aged below 18 years (UNHS, 2006). By the end of 2006, there were 2.3 million children

living with HIV/AIDS around the world (Avert 2007). Nine out of ten of these, are in sub-

Saharan Africa. In Uganda it is estimated that 57% are children, 15% of whom are orphans with

46% of the orphans due to HIV/AIDS (MOH, 2004/05). HIV/AIDS particularly in LDCs has far

reaching implications for the nations in terms of eroding the productive population and

collapsing economies, the impact is also manifested among school going children leading to poor

attendance and performance patterns due to poor health, the associated stigma at schools and

heavy adult responsibilities.

2.1 Theoretical Framework

This study will be grounded on theory of health model

2.1.1 The Health Model

This model was developed by Rosenstock (1996) and Becker (1977). It holds that health

behaviour depends on individual knowledge about a particular health problem. In this

model, action or behaviour changes giving the people the relevant information on health

aspect so as to make informed choices. The caregivers should have information on healthaspects

such as nutrition and proper hygiene. This model was developed by social

psychologists in the United States of America to explain lack of public participation in

the health screening and prevention programs. The model holds that the health

behaviours are a function of individual socio demographic characteristics, knowledge and

attitude.

At independence, political leaders mentioned diseases as one of the three enemies of the

state and hence vowed to eradicate the diseases as part of their cardinal duty to the people

of the republic of Kenya. The other two being poverty and ignorance. Ignorance was to

be eliminated through promotion of the populace. Elimination of these two would

consequently keep poverty at bay. Hence health is a key pillar of a healthy and

prosperous nation. Political leaders are wont to say that the health of a nation is directly

tied to the health of its people. In this regard children living with HIV/AIDS are part and

parcel of the nation and their health status has a direct bearing on the health of the nation.

They should thus be accorded all the due care they require so that they can take part in

nation building later in life, through acquisition of education. Children bogged down bydiseases

occasioned by HIV/AIDS may not fully take part in learning activities. However

their situation, though looking dire, can be lessened through medication and proper

nutrition. In some cases, children who once were seropositive have been reported to have

converted to seronegative status after proper nursing care has been administered to them.

2.2 HIV/AIDS and demand for education

Enrolment figures have declined as HIV/AIDS spread. The overall demand for general

education, vocational and tertiary education has dropped. This has implication on learner

participation in that most classes have no teachers, while others have large classes and this makes

it difficult for the teacher to give attention to all children especially the slow learners. In addition,

AIDS has reversed progress in reducing infant and child mortality, drastically affecting the actual

population entering school in the most affected areas.

According to UNICEF (2004) the number of young people who drop out of school has increased,

and school attendance has dropped due to various HIV related phenomena affecting children

such as having to cope with personal illness, caring for family member’s trauma related to illness

and sudden death of a member of the family. Discrimination and stigma decline financial support

from parents and the need to work to earn some income affects the infected persons. The

estimated 10 million orphans exacerbate such problems less than 15 years of age in the African

region. A few incentives should be introduced in order to attract children to come to school. Lack

of essential learning resources and basic human needs result in poor performance in class.

Studies have shown that parents value for education has declined as parents perceive the early

death of their children as likely and thus are unwilling to spend their limited resources on

education. This attitude has negative implication on children living with HIV/AIDS as most of

them fail to join school. The strain of poverty also appears to push children into early

employment rather than schooling in order to boost family income, especially in families that are

economically unstable. UNAIDS (2006) cited that grades in gender equity in education can be a

setback for many reasons, including early marriages and pregnancies of girls as early as 13 years.

The study noted that due to the infections of young girls by men, infection rates among girls as

young as thirteen years have risen, hence reducing their likelihood of completing

and benefiting from schooling.

2.3 School performance on children living with HIV/AIDS

HIV and AIDS has become the latest troublesome predicament to the entire nation and its

products, the orphans, especially the double orphans who look after themselves, have suffered

the most (SAFAIDS, 2005). The government, non governmental organizations (NGO), civil

society and various other stake holders have conducted campaigns to try and rescue the children

from the jaws of HIV and AIDS pandemic but all the effort seems to have gone down the drain

especially for children from the CHF, as evidenced by their disastrous academic performance at

school as elucidated by Bennell, Hyde and Swainson (2009).

According to Brown and Sittitrai (2006), the HIV and AIDS pandemic in Thailand has grown

from a handful of infections to become a major problem. UNAIDS (2006) states that in the same

nation, many orphans are finding it difficult to cope with their education. Once the parents are

dead in traditional Thai, children have nowhere to turn to and this highly affects their academic

performance for those who would be luck to remain in school. On the same note, Beck’s (2005)

article in the Eternal Prospective Ministries’ website says, “……… as of year 2004, 470 000

children in Brazil were known to have lost their parents to HIV and AIDS, an increase of 23%

since 1995. This indicates a very serious ‘orphan crisis’ in the country. This also means that such

children assume roles pf parenthood at the expense of their school work thereby retarding their

academic performance.

In the same vain, Buomore and Danielle (2007) holds that Uganda is experiencing a rapid growth

in the number of HIV and AIDS orphans most of whom are already members of the CHF.

Basaza and Kaija (2002) share the same sentiment as above confirming that HIV and AIDS is

responsible for up to 12% of deaths in Uganda. As a result of this, 46% of the total orphans are

due to HIV and AIDS and 380 000 die of HIV and AIDS every year. This is a clear indication

that HIV and AIDS has an unpleasant effect on children in general and their education in

particular in Uganda and world over. A research study done by the UgandanMinistry of Health

(UMOH) (2004) indicates that the percentage of children dropping from school due to the impact

of HIV and AIDS has increased from 45% in 1994 to 53% in 2004. If this is true of dropouts,

then their performance especially that of the DOC, should be highly questionable

A research study done by Aid Workers Network (AWN) (2007), revealed that the spread of HIV

and AIDS, as well as natural disasters, war and civil strife have led to an increase in CHF in

various parts of the world especially in Africa and especially in rural areas. The research also

found out that older children in the CHF are forced to spend majority of their school time at

home caring for young siblings or sick parents in the households with very little or no resources

at all. All this has a part to play in the academic performance of these children

2.4 HIV/AIDS children performance in Early Childhood Education

According to Kenya national AIDS control programme (World vision, 2000), high death and

mortality rates of teachers, administrators and children have severely affected the supply of

educational services in schools. Teaching time and quality education are more thematic in the

most affected countries as both teachers and pupils are irregular due to HIV related reasons. In

such schools, stopgap solutions such as group teaching may become more common ways of

coping with this situation. This is because group teaching does not allow for effective child

performance in the classroom.

The studies further stated that schools might lack pupils as enrolment and the number of teachers

fall below sustainable levels. The remaining children and teachers may need to travel long

distances which could increase their vulnerability. The HIV/AIDS pandemic has highlighted the

enormous disparities in the quality of education both within and between countries in respect to

the teaching/learning and programme content, which together largely shape the overall learning

environment. In addition, social interaction may change among children, teachers and

communities due to discriminatory attitude and behaviour towards HIV/AIDS infected

individuals. Furthermore, young girls may face increased risk of sexual exploitation at school

and in the community especially where they are regarded as ‘safe’ because these children are

perceived to be free from infections. This may traumatize the children or they may become

pregnant and drop out of school.

In addition, victimization and stigmatization of both the infected and affected are rampant in

both teachers and children. Therefore, the increased morbidity of children, absenteeism of

teachers and classmates, coupled with poor performance are a combination of factors that have

caused havoc in education in ECDE centers, which influenced the researchers to carry out the

study in order to establish the effect of HIV/AIDS on pre-School performance in early childhood

development.

2.5 Impact of HIV/AIDS on Education

Throughout the world, HIV/AIDS is having a dramatic effect on the lives of individuals, families

and communities. Family members have died, others may be sick and in need of care, and all

face the daily threat of stigmatisation and discrimination. Particularly severe is the epidemic‘s

impact on schools and education. HIV/AIDS reduces the supply of education by reducing the

number of teachers who are able to carry out their work and resources available for education.

The epidemic reduces the demand for education as children are withdrawn from schools and

colleges in response to rising household expenditure to provide care for infected family

members. The quality of education is also affected as a result of the strains on the material and

human resources of the system and on the health and presence of the learners. In many countries,

especially those in sub-Saharan Africa, HIV/AIDS is undermining institutional capacity needed

to protect the health and development of children and young people. Student enrolment and

achievement are falling as more children become infected, orphaned or burdened by theimpact of

AIDS. The epidemic therefore, impacts negatively on the quality of education and consequently

on the progression through educational systems (Mishra, 2008).

2.6 The Role of Education

Education is a process concerned with universal functions. That is the function of transmitting

skills, norms, knowledge and values from generation to generation (Eshiwani, 1993 in Karanja,

2005). It aims at socializing individuals to fit into their society and to function adequately within

it when they become adults.

Generally, at a very young age, children learn to develop and use their mental, moral and

physical powers, which they acquire through various types of education. Dimpy (2000) defines

formal education as the process of learning and obtaining knowledge at school. However, the

process of education does not only start when a child first attends school. Education begins at

home. One does not only acquire knowledge from a teacher; one can, and actually does learn and

receive knowledge from a parent, family members and even acquaintances. In almost all

societies, attending school and receiving an education is extremely vital and necessary if one

wants to achieve socio-economic success. Although education is vital, great inequalities do exist

around the world with regard to accessing educational opportunities (Dimpy, 2000).

The process of education has been part and parcel of Kenya‘s social, economic and political

development. There is realization among Kenyans that good education carries with it socio-

economic benefits. This is reflected in income differences and social status associated with the

level of schooling that a person obtains. The role of parents, teachers, governments and other

educational stakeholders in education of the child must be underscored. Absence or failures of

stakeholders‘ participation may result in dismal academic achievement of the learner. This is

because the child is a dependent being and higher success in the academic arena is highly

influenced by the stakeholders‘ support.

Despite the ravages of AIDS, children living with HIV and AIDS have every inalienable right to

quality education as part of their fundamental human right as enshrined in the Dakar Framework

for Education for All (EFA) goals. Dimpy (2000) posits that no matterwhat, education is the key

that allows people to move up in the world, seek better jobs, and ultimately succeed fully in life.

Education is very important, and no one should be deprived of it.

2.5 Conceptual Framework

ACADEMIC

PERFOMANC

E

How children living with HIV/AIDS are identified in E.C.E classrooms

Factors contributing to poor performance among children

living with HIV/AIDS

MODERATING VARIABLE

Government policies

Performance of children living with HIV/AIDS in

E.C.E classrooms

CHAPTER THREE

RESEARCH METHODOLYGY

3.0 Introduction

This chapter describes the methods that will be utilized in the study. These will include the

research design, target population, sampling and sampling techniques, research instruments for

data collection, Validity and reliability of instruments, data collection procedure, and data

analysis techniques.

3.1 Research Design

This study will use descriptive research design. It will use a mixed methods approach of both

qualitative and quantitative technique. Gay (2002) concurs that descriptive research is the best as

it involves a process of collecting data in order to test hypotheses or answer questions concerning

the current status of the subject in the study. It attempts to describe such things as possible

behavior, attitudes, and values and characterizes.

ACADEMIC

PERFOMANC

E

How children living with HIV/AIDS are identified in E.C.E classrooms

3.2 Target Population

According to brown man and Bran chaw (1988) target population is the collection or set of

individual or subjects whose properties will be analyzed. The population chosen for this study

will be18 parents, 18 pre –school children and 15 teachers in Ugenya north district, Siaya

County. The study will target a population of all the 18 parents, 18 pre –school children and 15

teachers of the chosen ECDE centers.

3.3 Sampling size

Brown man and Bran chaw (1998) define sample as a representative part of a larger group. To

get the sample, the researcher looked for 30 % of the target population.

Table 3:3.1 Sample size

Category Target Population Frequency Sample size

parents 18 35% 5

pre –school children 18 35% 5

ECDE teachers 15 30 % 4

Total 51 100% 14

3.4 Research Instruments

The data will be collected using structured questionnaires both open ended and closed ended, as

instruments of data collection. There was questionnaire for the chiefs and charcoal producers.

Data will be collected from 18 parents, 18 pre –school children and 15 teachers.The

questionnaire will be used for It will be self-administered to increase the return rate.

3.5 Validity and reliability of Instruments

3.5.1 Validity

Validity is the degree to which the results obtained from the analysis of the data actually

represents the phenomenon under study (Orodho, 2005).The open-ended questionnaire for the

respondents was valid depending on how the data collected was related in terms of how

effective the items sampled significant aspects of the purpose and objectives of this study

(Kothari, 2006). Content validity of the instruments will be used to measure the degree to which

the items represents the specific areas covered by the study.

A pilot study to establish the content validity of the instruments will be conducted in the selected

ECDE centers. Content validity of the instruments will beused to measure the degree to which

the items represent specific areas covered by the study. Content validity of the instrument will be

determined by research methodology experts through looking at the measuring technique and

how specific areas (objectives) are covered by the instrument. The corrections identified on the

questions will be incorporated in the instruments so as to increase its validity (Fraenkel&Wallen,

2008).

3.5.2 Reliability of the instrument

Reliability has to do with the quality of measurements. In research, the term reliability means

"repeatability" or "consistency" of measures (Kasomo, 2006).

In the piloting process, split-half method was used by administering the questionnaires’ closed-

ended items will be subjected to a pilot study utilizing a sample of selected teams of respondents.

3.6 Data Collection Procedure

A research authorization permit for data collection will be obtained from the ECDE directors in

each centre in Ugeya north district so as to get permission to collect data. The researcher will

make telephone calls to the senior teachers of the selected preschools to establish rapport before

the actual data collection date and also to introduce her to the respondents. The questionnaires

will be administered to the selected ECDE teachers;the questionnaires will be filled in and

collected before leaving to the next selected ECDE center to continue with the exercise

3.7 Data Analysis Techniques

The collected data will be systematically sorted, arranged, represented in tally tables, quantified

and then summarized with the aim of increasing own understanding and to enable the research to

present them to others. Qualitative data will be grouped according to themes and the findings

will be explained using variations of quoted information from the respondents with similar

themes. Quantitative data will be collected using the closed ended questionnaires and it will be

analyzed using descriptive statistics such as the tally systems to get frequencies. The findings

will be presented in frequency distribution tables combined with explanations of the implications

of the findings in between the tables for clarifications.

3.8 Ethical Considerations

Participants will be given the assurance that they remained anonymous in order to uphold their

privacy for the sake of any negative repercussions that can follow their private life. The

researcher will assure and that all information obtained confidential. No names will be given in

the research instruments

References

Achoka, B. (2005). Research and practice. New York: Population council.

Ayieko, K. (1998). Gender equity for implementing EFA: Recounting gender

issues in the

provision of Education for All in Kenya. In Basic Education Forum, vol. 6.

Crim, J. et al. (1999). Social assessment of Roma and HIVAIDS in Central East

Europe,

Bucharest: United Nations Development Programme.

Dakar Conference (2000).AIDS, Gender and school drop-out. Population

Communication

Africa.

UNAIDS, (2007).Report on the Global HIV/AIDS epidemic: Global report.

Geneva, Joint

United Nations programme on HIV/AIDS.

UNAIDS, (2004).Report on the Global HIV/AIDS epidemic: 4th Global report.

Geneva, Joint

United Nations programme on HIV/AIDS.

UNAIDS, UNICEF, and USAID, (2004), Children on the brink: A Joint Report of

New Orphan

Estimates and a Framework for Action. New York city: 2004

UNICEF (2000).The state of the world’s children, 2000. New York: UNICEF.

UNICEF (2004).The state of the world’s children 2004. New York: UNICEF.

World Vision, (2000).The impact of HIV/AIDS on Education. Ministry of Home

Affairs,

National Heritage Culture and Social Services. First Kenya County Report on

the

Implementation of the United Nations Convention on the Rights of the Child.

Nairobi.

APPENDICES

APPENDIX I: Transmittal Letter

Elizabeth

P.O Box 35-90400’

siaya,

15 th Feb 2017

The Respondents

ugunya north district

siaya

Dear Sir/Madam,

REF: TRANSMITTAL LETTER

I am a student at the unity college. I am currently doing a research study to fulfill the

requirement of the award Diploma in in ECDE on effects of HIV/AIDS to ECDE children on

academic performance in Ugenya North west location, Siaya County, Kenya. You have been

chosen to participate in this study and I would greatly appreciate if you assist me by responding

to the entire questions in the attached questionnaire as completely, honestly and correctly as

possible.

I am very grateful for your participation and co-operation.

Thank you,

Yours faithfully,

Signature------------------------------------------------

Elizabeth odour

APPENDIX A

QUESTIONNAIRES

The aim of this study is to investigate on the effects of HIV/AIDS to ECDE children on

academic performance in Ugenya North west location, Siaya County, Kenya. Your school is one

of the sampled schools. You have been requested together with others in the District to complete

this questionnaire. The information that you will give is confidential and will only be used for the

purpose of this study. I request you to feel free and cooperate in this exercise.

Instructions to the Respondent

1. Please answer all questions in this questionnaire.

2. Do not write your name anywhere on this questionnaire.

3. Make the answers as confidential as possible after the exercise.

4. Tick your appropriate choice and write down the brief statements in the open-ended

questions.

Guidelines: Use a tick ( √ ) to select your correct value among the multiple choice given

Section I: Socio-Demographic Data of the Respondents

1. Select your gender from the list below?

a) Male ( )

b) Female ( )

2. Select your age bracket in years from the list below?

a) Less than 30 years ( )

b) Between 30-34 years ( )

c) Between 35-39 years ( )

d) Between 40-44 years ( )

e) Over 45 years ( )

3. Select your highest educational qualification from the list below?

a) B.ED ( )

b) Dip. ECDE ( )

c) cert ( )

d) none ( )

4. Select your teaching experience in ECDE schools in years from the list below?

a) Less than 10 years ( )

b) Between 11-20 years ( )

c) Between 21-30 years ( )

d) Between 31-40 years ( )

e) Over 41 years ( )

5. . Do you have children in your class who are HIV/AIDS victims? Yes ( )No ( )

6. . How many children in your class are HIV/AIDS victims? Yes ( )No ( )

7. Do you use the ECDE syllabus in your centre? Yes ( ) No ( )

8. Have you received any in-service training on HIV/AIDs in ECDE curriculum? Yes ( )

No ( )

The end

Thank for your co-operation

Elizabeth

APPENDIX II

WORK PLAN

2017

Study ActivitiesJan- March

2017

April- May

2017

June – July

2017

Proposal writing

Research project Data

Collection

Research project Data Analysis

Research Report Writing

Project report and Corrections

Project report hard cover

Binding

APPENDIX III: BUDGET

BUDGET

ITEM COST (Kshs.)

Proposal writing costs 6,000

Questionnaire administration 4,000

Data collection 4,000

Data analysis 5,000

Stationery 5,000

Miscellaneous 10% of 35,000/= 3500

TOTAL 27,500

Source of financing - personal savings