Citation: Fredrick Mwanyumba Tweni, Lydia Wamocha, Pamela Buhere (2022). The Socialization Conundrum: Comparing Social Learning Outcomes of Homeschooled and Traditionally Schooled Children in Kenya. J Adv Educ Philos, 6(4): 247-253. 247 Journal of Advances in Education and Philosophy Abbreviated Key Title: J Adv Educ Philos ISSN 2523-2665 (Print) |ISSN 2523-2223 (Online) Scholars Middle East Publishers, Dubai, United Arab Emirates Journal homepage: https://saudijournals.com Original Research Article The Socialization Conundrum: Comparing Social Learning Outcomes of Homeschooled and Traditionally Schooled Children in Kenya Fredrick Mwanyumba Tweni 1* , Lydia Wamocha 2 , Dr. Pamela Buhere 3 1 Masinde Muliro University of Science and Technology, Webuye, Kenya 2 Professor, School of Education: Department of Education Planning and Management, Masinde Muliro University of Science and Technology, Webuye, Kenya 3 School of Education: Department of Education Planning and Management, Masinde Muliro University of Science and Technology, Webuye, Kenya DOI: 10.36348/jaep.2022.v06i04.007 | Received: 16.03.2022 | Accepted: 20.04.2022 | Published: 30.04.2022 *Corresponding author: Fredrick Mwanyumba Tweni Masinde Muliro University of Science and Technology, Webuye, Kenya 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. Keywords: Social skills outcomes, homeschooling, Traditional schooling, persistence, self-control, social competence, (ACE) Curriculum. Copyright © 2022 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-NC 4.0) which permits unrestricted use, distribution, and reproduction in any medium for non-commercial use provided the original author and source are credited. 1.0 INTRODUCTION The homeschooling concept continues to permeate most education systems worldwide, demonstrating the appeal of the approach. Homeschooling proponents advocate for deregulation and further expansion of this educational approach (Lubienski, Puckett & Brewere, 2013). Among the positive attributes associated with homeschooling includes enjoyment in life, improved academic success, and postsecondary attainment at a reduced cost (Cheng & Donnelly, 2019; Neuman & Guterman, 2016; Ray, 2015, Ray, 2017). The significance of homeschooling as a viable form of schooling is further justified by the Covid-19 pandemic, which has disrupted normal functioning in traditional schools in most countries and has increased the appeal for alternative forms of learning such as homeschooling (Musaddiq et al., 2021). Although homeschooling is gaining popularity in Kenyan households, especially among parents who perceive the regular education system to be very competitive and strenuous, the primary concern is that the government of Kenya seems reluctant to legalize it (School Search, 2021). The Homeschooling Defence Association (HAD), for instance, argues that the lawfulness of homeschooling is not addressed explicitly by the Basic Education Act (No. 14 of 2013) (Gathure, 2018). Yet by recognizing non-formal education, the Alternative Education Policy implicitly recognizes homeschooling (Waweru et al., 2020). Critics of the homeschooling approach to learning raise several reasons, including decreasing