Factors influencing learners with hearing impairment poor performance in mathematics in Kenya certificate of primary education examination in Meru County, Kenya
Muguongo, Grace K.
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The purpose of the study was to analyze the determinants of poor performance of learners with hearing impairment in mathematics in Kenya certificate of primary education examination in Meru County. Despite efforts made by the Ministry of Education to offer Education to the learners with hearing impairment, these learners continue to perform poorly in Mathematics in KCPE examination. The study specifically sought to; examine the teaching strategies used by teachers in the selected primary schools for Hearing Impaired; determine perceptions of teachers towards learners with hearing impairment and their education; establish the auxiliary services offered to learners with HI to be able to benefit from education . in the selected schools; and lastly identify the resources available to facilitate education for learners with HI in the selected schools for learners with hearing impairment in Meru County. The study was carried out in the two primary schools for learners with hearing impairment. Through purposive sampling, respondents were selected to respond to the research instruments. The researcher administered questionnaires and interview guides. The data was analyzed ·using descriptive statistics which included frequencies, percentages, and categories. The study established that Mathematics teachers used a combination of more than three teaching strategies in implementing curriculum among learners with hearing impairment in primary schools for HI in Meru County. Some of these strategies included illustrations, demonstrations, group work and question and answers among others. It was also shown that most mathematics teachers had positive attitudes towards the learners with hearing impairment. Teachers cared about what the learners did at school and were very willing to help them both in academic work and general welfare matters. Provision of auxiliary services including hearing aids, sign language interpretation, speech therapy, and psychological and medical support was inadequate. Resources such as trained staff members who were conversant with sign language, school nurses, library, resource room, classrooms and assistive devices were inadequately provided. This study recommended that the government, NGOs, and other stakeholders should offer more to support SE systems through monetary and material support to ensure that learners with HI are well empowered by putting in place the necessary resources and facilities to better their learning.