Browsing by Author "Murugami, Margaret"

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    Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub- County, Kiambu County, Kenya
    (International Institute of Science, Technology and Education, 2015) Gathua, Joseph; Muthee, Jessica; Murugami, Margaret; Tekle, Tesfu
    Identification process is an important element of behavior disorder management in schools. For proper behavior management teachers need to identify learners with behavioral disorders in order to design intervention programs befitting their educational needs. Therefore, the purpose of this study was to analyze the intervention strategies teachers used in managing learners with selected emotional and behavior disorders (EBDs) in primary schools in Madaraka zone. The objectives were; to establish effectiveness of assessment methods teachers used in identifying learners with selected behavior disorders and to explore intervention strategies teachers used in managing learners with selected behavior disorders. The study used descriptive research design which was appropriate since it enabled the researchers to describe the situation as it existed. A questionnaire was used to collect data. Simple random sampling was done to select four schools which participated in the study. Purposive sampling was used to select a sample size of 30 class seven teachers. Data from the research instruments was analyzed and presented descriptively. The study found that the assessment methods teachers used to identify learners with EBDs were not effective and that teachers in selected schools did not use effective intervention strategies to manage behavior for learners with EBDs. The study recommends that in-service training for teachers be done with a view of building capacity in the area of identification processes and that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management. The significance of the study findings is that it could help stakeholders to come up with effective intervention strategies in managing learners with behavior disorders as well as add to the existing literature on learner disorders.
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    Assessment on Challenges Teachers Faced in Managing Learners with Selected Behavior Disorders in Primary Schools in Thika Sub-County, Kiambu County, Kenya
    (Online International Interdisciplinary Research Journal, 2015) Gathua, Joseph; Muthee, Jessina; Murugami, Margaret; Tesfu, Tekle
    The area under study up surge in problem behavior disorders among learners and this affect their academic performance. The purpose of this study was to assess the challenges teachers faced in their endeavors to manage learners with Emotional and Behavior Disorders (EBDs) in primary schools in Madaraka zone. The study objectives were to investigate challenges teachers faced in managing learners with selected behavior disorders, to confirm the presence of learners with conduct disorder, opposition defiant disorder and anxiety depression disorder in schools under study and to determine the performance of learners with selected disorders academically and in class behaviors. To describe the situation as it existed, the study used descriptive research design. Simple random sampling was done to select four schools and a sample size of 30 class seven teachers was selected through purposive sampling. Data from the research instruments was analyzed and presented descriptively. The study revealed that the most serious challenges the teachers faced in managing learners with EBDs was high enrolment/ overcrowded classrooms and lack of specialized training. The study recommends that inservice training for teachers be done with a view of building capacity to face the challenges with the EBDs, that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management
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    Innovative Teaching Strategies for Delivering the Core Curriculum to Learners with Low Vision in Integrated Schools in Botswana
    (IJRISS, 2024-12) Toteng, Martha Tjini; Murugami, Margaret; Mwoma, Teresa
    Innovative teaching strategies are vital for effectively delivering the core curriculum to learners with low vision (LV) in inclusive educational settings. This study investigated pedagogical practices that promote engagement and understanding among learners with LV, emphasizing the significance of adaptive instructional methods. Building on existing literature, key strategies identified include cooperative learning, differentiated instruction, participatory learning and assistive technology, which bridge the gap between standard curricula and the unique challenges faced by these learners. The research employed a descriptive survey design, integrating qualitative and quantitative methodologies, to assess the effectiveness of these strategies in enhancing academic performance. A sample of n=69 participants, including special education and regular teachers, was selected from two primary schools in Botswana. Data was collected through questionnaires, interviews and observations, revealing that specialized pedagogical approaches, such as the use of tactile learning aids and individualized educational plans, significantly improve learning outcomes for learners with LV. The findings highlight the need for comprehensive teacher training to implement these innovative strategies effectively, particularly in inclusive schools, where the lack of specialized resources often limits support for learners with LV. This research highlights the importance of creating inclusive educational environments that cater to the diverse needs of learners with LV, ensuring their academic success alongside their sighted peers. The study recommends on the need for policy interventions that prioritize inclusivity and accessibility for learners with LV, advocating for specialized training programs for teachers and the implementation of Individualized Education Plans (IEPs) to provide tailored support. Additionally, fostering collaboration between special and regular teachers, along with involving parents in the educational process, can enhance the sharing of best practices and support the integration of learners with LV into the broader school community.
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    Teachers’ Perception of Transition Preparedness by Learners with Physical Disabilities Towards Employment: Joytown, Joyland and Mombsasa Special Secondary Schools, Kenya
    (International Knowledge Sharing Platform, 2020) Marete, Lucy Muthoni; Otube, Nelly; Murugami, Margaret
    The study sought to find out teachers’ competency of transition preparedness by learners with physical disabilities (PD) towards employment: Joytown, Joyland and Mombasa Special Secondary Schools in Kenya. The descriptive survey research design was used to find out teachers competency of learners preparedness towards employment. The study adopted both qualitative and quantitative research approaches where mixed method design was used to collect and analyze the data. The study was carried out in Joytown in Thika West, Kiambu County, Mombasa Secondary in Mombasa County and Joyland in Kisumu County. Purposive sampling was used to select the three physically handicapped Special Secondary Schools, which were the earliest to be established by missionaries in Kenya. The piloting of the instruments was conducted in Joytown special school to form three learners and all teachers teaching form one and form three who were not included in the main study. Interview schedule was administered to administrators while the teachers and learners with physical disabilities filled the questionnaires. Self-efficacy theory was used to interpret dynamics specifically for teachers and learners with physical disabilities in the classroom. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data while Computer Assisted Qualitative Data Analysis System (CAQDAS) was used to analyze interview schedules. The importance of this study was to create awareness of preparedness by teachers to enable learners with physical disabilities to transit to employment enhanced by teachers’ teaching strategies, availability of resources and knowledge of pre-vocational activities that enhanced their perception towards learners with physical disabilities. After the findings, the researcher recommended that Kenya Institute of Curriculum Development (KICD) should develop curriculum contents, which will suit the needs of learners with special needs including those with physical disabilities. The findings may enhance appropriate pre-vocational skills for learners with physical disabilities because it has a futuristic relevance, widens the scope of individual economic activities, and reduces the burden of dependency on others. Further, it hopes to provide educational planners and policy-makers with a framework on which policies can improve the quality of teaching special needs education hence facilitate transition preparedness to employment for learners with physical