Browsing by Author "Auma, Pascalia Angela"

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    Family Dynamism on Educational Performance of Learners with Hearing Impairments in Selected Primary Schools of Busia County, Kenya
    (Journal of Popular Education in Africa, 2024) Auma, Pascalia Angela; Awori, Beatrice Bunyasi; Wamocho, Fransiscah Irangi
    This paper is aimed at discussing family dynamism strategies in promotion of educational performance of learners with HI in the selected schools in Busia County. The study used Bowen Family Frameworks Theory (1978). The survey used a descriptive survey research design in which data were gathered through interviews and structured questionnaires. The schools of study and teachers were chosen using the purposeful sampling technique. Parents of students with HI from particular Busia County schools were chosen at random. Key informants included three teachers from each of the four chosen schools as well as four administrators, one from each of the schools. The research included 60 participants in total as the target population of the study. The Statistical Package for Social Sciences (SPSS) version 23 of the statistical software package was used to analyze the data. Data was presented through frequencies and percentages. The study found that auditory oral strategy creates comprehension and mastery of spoken words, intonation and language rules via hearing with minimal degrees of visual support for language. It was also revealed that teachers spent time and were committed to helping the child and family in the identification of the child’s strength and needs, the outcomes expected, and the support needed for the child and family. The study recommended that family dynamism should be encouraged and parents to form IFSP to support one another to promote educational performance. Adequate funds should be availed for assessment to enable provision of equipment and trained professionals for early interventions.
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    Family Dynamism on Educational Performance of Learners with Hearing Impairments in Selected Public Primary Schools of Busia County, Kenya
    (Kenyatta University, 2025-03) Auma, Pascalia Angela
    The research aimed to investigate family dynamism and its influence on educational performance of learners with hearing impairment in selected primary schools of Busia County, Kenya. The study objectives were to determine family dynamism strategies in promotion of educational performance of learners with hearing impairment, establish how IFSP can enhance educational performance of learners with hearing impairment, to assess resources used by families to support family dynamism for educational performance of learners with hearing impairment and to establish Challenges encountered by IFSP in enhancing educational performance of learners with hearing impairment in the selected public schools in Busia County. Bowen Family Frameworks Theory was employed in the study. The study employed a descriptive survey research approach, gathering data through interviews and structured questionnaires. The teachers and study institutions were chosen using the purposive sampling approach. Parents of students with hearing impairments from particular Busia County schools were picked at random. Three teachers and one administrator from each of the four chosen schools made up the key informants. The research had 60 responders in all. Version 17 of the Statistical Package for Social Sciences (SPSS) software was utilized to analyse the data. Frequencies and percentages were used to show the data. The study found that auditory oral strategy creates comprehension and mastery of spoken words, intonation and language rules via hearing with minimal degrees of visual support for language. Equally, the research established that there was no active Individualized Family Service Program (IFSP) in many of the study schools, there were no funds to cater for early intervention services to mitigate team demands for early intervention service program. It was also revealed that teachers spent time and were committed to helping the child and family in the identification of the child’s strength and needs, the outcomes expected, and the support needed for the child and family. Lastly, there was no infants’ and toddlers’ programs which were initiated according to the expected standards of early intervention service program.