Browsing by Author "Owino, Rodgers Fanuel Asiko"

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    Effective Monitoring and Feedback as Strategies for Enhancing English Perfomance of Visually Impaired Learners in Secondary Schools in Nairobi City County, Kenya
    (Kenyatta University, 2025-05) Owino, Rodgers Fanuel Asiko
    This study explored monitoring and feedback strategies by English teachers to learners with visual impairment in integrated secondary schools in Nairobi City County, Kenya. English contains concepts that build on each other, underscoring the need to understand initial ideas as a foundation for comprehending subsequent concepts. Thus, the study was based on Lev Vygotsky’s Cognitive Development Theory (1934). The study objectives included identifying monitoring and feedback strategies and the associated challenges. Learners' performance in English was the dependent variable, while progress monitoring, feedback provision, and related challenges were the independent variables. Piloting was done at Nakuru High School and it provided grounds to verify the validity of the research instruments. The researcher sampled sixty-four participants in the two schools including deputy principals, teachers of English and HoDs, LWVI and regular learners. Simple random sampling was used to select participants from among learners, while purposive sampling was used to select teachers. As a qualitative research, data was collected through interviews, observation, and focus groups. The researcher used thematic analysis by coding the data into subsets to capture the major themes. The results revealed that verbal communication and use of sighted deskmates were predominantly used to monitor progress and provide feedback due to the teachers’ incompetence in braille. The findings also unearthed some challenges to progress monitoring and feedback provision, including teachers’ incompetence in braille, failure to verbally compliment print diagrams and spellings, poor debrailling, inadequately qualified braille transcribers, and missing braille text and set books. The following recommendations were drawn from these inferences: TSC should employ SNE-trained teachers in integrated schools, and KICD should provide braille learning materials.