RP-Department of Early Childhood Studies

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Browsing RP-Department of Early Childhood Studies by Author "Awori, Beatrice Bunyasi"

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    Self-Esteem and Career Aspirations as Correlates of Academic Achievement of Learners with Hearing Impairment in Special Secondary Schools in North Eastern Nigeria
    (International Journal of Research and Review, 2023-10) Magaji,Yahya Umar; Awori, Beatrice Bunyasi; Muthee, J.
    Academic achievement is an important parameter used to measure learners’ outcome in schools. However, studies have shown that the education of learners with disabilities have constantly been neglected by the government of Nigeria. This has led to a downward trend in the academic achievement of learners, especially those with disabilities. This study examines the self-esteem and career aspirations as correlates of academic achievement of learners with hearing impairment in special secondary schools in north eastern Nigeria. Correlation research design was adopted. The target population is 1,402 learners with hearing impairment in special senior secondary schools. Multistage sampling technique was used to select 351 Senior Secondary Two (SS II) learners across the five special schools in North Eastern Nigeria. The instruments for data collection are Learners' Self-esteem Rosenberg Scale (LSRS), Learners’ Career Aspiration Questionnaire (LCAQ), and “An English Language Pro forma (ELP)”. Data gathered were analyzed using Pearson product moment correlation and multiple linear regression. The study found a strong relationship between self-esteem and academic achievement of learners with hearing impairment in English language. There was a moderate but positive relationship between career aspiration and academic achievement of learners with hearing impairment in English language. Both self-esteem and career aspiration jointly have direct positive impact on students’ academic achievement. The study concludes that both self-esteem and career aspiration can independently or collectively push students into better academic performance. The study recommends among others that teachers should work toward boosting self-esteem and career aspiration of their students through constructive teaching approach
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    Teachers' Perceptions of Strategies as a Determinant of Academic Achievement in Mathematics among Primary School Learners with Hearing Loss in Meru and Tharaka-Nithi Counties, Kenya
    (European Journal of Special Education Research, 2025) Murungi, Eunice Kagwiria; Awori, Beatrice Bunyasi; Wamocho, Francisca Irangi
    Education is a fundamental human right that contributes significantly to economic productivity and the development of a society. Learners with hearing loss commonly fall behind their typically developing classmates academically, and mathematics is one of the areas where they struggle to learn. If appropriately taught, research indicates that learners with hearing loss could be just as competent as their typically developing peers. This study sought to explore how teachers perceived to be the role of choice of teaching strategy on academic achievement in mathematics among primary school learners with hearing loss in Meru and Tharaka-Nithi Counties, Kenya. The study was guided by the Brunner Theory of Instruction (1996). It adopted a descriptive research design. The study targeted 215 learners with hearing loss. Additionally, the head teachers of the two schools and grade four, five, and six teachers teaching mathematics were also targeted. It utilized purposive, stratified, and random sampling techniques. A total of 78 respondents were sampled. The main tools of data collection were questionnaires, an interview schedule, and an observation schedule for data collection. Both qualitative and quantitative data were collected. Quantitative data were analysed and reported descriptively with the aid of Statistical Packages for Social Sciences, version 26. The qualitative data were analysed thematically and presented in the form of narratives. The findings show that teachers used various teaching strategies, such as lecturer-based teaching, demonstration and modelling, problem-solving approaches, and interactive teaching. They, however, failed to differentiate instructions to fit the learning needs of learners with hearing loss. Given that they have been demonstrated to be the most successful in improving subject acquisition and retention, the study recommends that teachers of mathematics prioritize group discussions, use of concrete materials, scaffolding, task analyses, peer teaching, and the implementation of IEP as essential strategies in their mathematics instruction for learners with hearing loss.