Peer-reviewed article
The Socialization Conundrum: Comparing Social Learning Outcomes of Homeschooled and Traditionally Schooled Children in Kenya
Fredrick Mwanyumba Tweni, Lydia Wamocha, Pamela Buhere ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study compared social learning outcomes between homeschooled and traditionally schooled children in Kenya, focusing on three skills: persistence, self-control, and social competence. The research surveyed 272 children enrolled in the Accelerated Christian Education curriculum, along with their parents and teachers. The study found no significant differences in these social skills between the two schooling types, suggesting that both home and traditional schooling are equally effective at developing children's social competence.
Key points
- No significant differences were found between homeschooled and traditionally schooled children on persistence, self-control, and social competence
- Children, parents, and teachers all perceived home schooling as effective in developing the three measured social skills
- The development of these social skills was independent of whether children were home or traditionally schooled
- Both schooling types were found to be equally effective in nurturing social skills needed for children to fit in society
Limitations
The study examined only children in the Accelerated Christian Education curriculum, limiting generalizability to other educational approaches in Kenya. The authors note that further research is needed to test the robustness of findings when additional variables are included in the model.
Abstract
This article compares social learning outcomes of homeschooled and traditionally schooled children under the Accelerated Christian Education Curriculum (ACE). The comparison is done by looking at the social skills constructs of persistence, self–control and social competences. This study adopted the comparative research design, targeting children under the Accelerated Christian Education. 426 children were sampled, with 272 participating Questionnaires were used to collect data on the three constructs. From the computation of children Independent sample t-test, it was revealed that there were no significant differences between the homeschooled and traditionally schooled children as perceived by the children, parents and teachers on the three Social constructs. Consequently it was noted children, parents and teachers received home schooling as effective in developing children persistence, self-control and social competence learning outcomes. It was also demonstrated that acquiring these social skills was independent of home and traditional schooling. Hence it meant home school was equally effective in nurturing the social skills required for children to fit well in society. Though further studies needed to be done to test the robustness of these findings when other variable are added to the model.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Homeschooling using the Accelerated Christian Education curriculum
- Population
- 426 children sampled (272 participating) in Kenya enrolled in Accelerated Christian Education, with assessments from children, parents, and teachers
Key finding
Independent sample t-tests revealed no significant differences between homeschooled and traditionally schooled children on persistence, self-control, or social competence as perceived by children, parents, and teachers