MST-Department of Special Needs Education

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Analysis of Special Needs Educational Support Services on Academic Performance of Learners with Physical Disabilities in Kiambu County, Kenya.
(Kenyatta University, 2021) Ndung’u, Pauline Njeri; Dr. Fransiscah I. Wamocho; Dr. Nelly W. Otube
The purp ose of this study was to analyze special needs educational support services on academ ic performance of learners with physical disabi lities in Kiambu County, Kenya. The objectives of the study were to find out how provision of mobility and self help skills influence academic performance of learners with physical disabilities, find out how provision of counseling and medical skills influence academic performance of learners with physical disabilities, find out how multidisciplinary services are offered to learners with physical disabilities and determine the challenges faced by teachers and professionals in providing support services to learners with physical disabilities. The study adopted survey research design, employing survey method to achieve the objectives. The study was guided by Social Cognitive Theory The target population for this study was 120 learners with physical disabilities, 400 teachers and 12 professionals such as social workers, counselors, nurses and occupa tional therapists. P urposive sampling was used to select four professionals and stratified ra ndom sampling technique was used to select thirty six learners and one hundred and twenty teachers. Q uestionnaires were used to collect information from learners and teachers and interview guide to collect information from professionals . The quantitative data was sorted, coded an d keyed into Statistical Package for Social Sciences (SPSS) software and presented using descriptive statistics where tables of frequencies and percentages were used. The qualitative data was edited, organized into themes and categories and presented in di scussion form. The find ings revealed that support services helped the learners to participate in class, socialize with others and improved the performance of the learners. There was collaboration with professionals and teachers . The counselors, social work er and teachers mostly visited the schools and professionals faced challenges such as heavy workload, financial problems and some parents were uncooperative when called upon by the professionals. The conclusion of the study was that support services helped the learners to participate and socialize hence improved performance of learners. The recommendations were as follows: School management of learners with physical disabilities should be keen in provision of adequate self help skills to learners by employi ng an occupational therapist. School administration should employ nurses to offer medical services to learners, the ministry of education should deploy more professionals for schools with learners with physical disabilities and provide funds for buying mat erials and equipment and the parents should be encouraged by schools to be cooperative with professionals.
Effect of Kenyan Sign Language on Academic Performance of Learners with Hearing Impairment: Case of Kedowa Special School, Kericho County, Kenya
(Kenyatta University, 2020-10) Kalya, Joseph Kiprotich
The purpose of the study was to establish the effect of Kenyan Sign Language (KSL) on academic performance of hearing impaired learners in Kedowa Special School, Kericho County, Kenya. The government has done all it could to make KSL an acceptable mode of communication to the deaf and the hearing. This includes its recognition in the new Constitution and its inclusion as an examinable subject in the National examinations. Despite all these efforts, it has been noted that learners with hearing impairments continue to lag behind their hearing peers in the national examinations like Kenya Certificate for Primary Education (KCPE) and Kenya Certificate for Secondary Education (K.C.S.E). The objectives of the study was establish the extent of Kenya Sign Language use by teachers on academic performance of hearing impaired learners in Kedowa Special School; determine the availability of Kenya Sign Language teaching and learning resources on academic performance of hearing impaired learners in Kedowa Special School Kericho County; establish the effects of teachers training in Kenya Sign Language on academic performance of hearing impaired learners in Kedowa Special School Kericho County and establish the effects of social factors in use of Kenya Sign Language on academic performance of hearing impaired learners in Kedowa Special School Kericho County. The study employed a case study as its research design and used interviews, archival records, questionnaires and observation as its instruments. The reliability of the instruments was determined using the test-re-test method while its validity was determined by the help of KSL experts and the researcher‟s lecturers and supervisors. A purposive sampling technique was used to arrive at the sample size of 181 respondents. Data was analyzed using the SPSS version 21 by first categorizing the responses from the different respondents, editing them and then computing them in respect to the objectives and research questions of the study. The findings of the study, shows that KSL was not used in the schools due to lack of teaching materials and resources like books. KSL has a positive influence on learners‟ academic performance and on other subjects. The teachers who teach in KSL did not have adequate training in Kenya Sign language. This is a big setback in the desire for effective academic performance of learners. The study recommends that the Ministry of Education should provide adequate teaching and learning resources for special schools for the deaf for successful implementation of KSL. Teachers need to display on the wall the charts and diagrams so that learners can read over and over again in order to enhance academic performance. Teachers in special schools should be trained through workshops, seminars or in- serviced on methods of teaching deaf students using KSL and Teachers Service Commission (TSC) should post teachers who have been trained in KSL to special schools for the deaf. Further research can be done in other schools and on the Teachers‟ attitude towards the use of Kenya Sign Language as a language of instruction to learners with hearing impairment, or on availability and utilization of teaching and learning resources in special schools for the deaf on the implementation of Kenya Sign Language.
Effect of Teaching Methods on Academic Performance in Mathematics Among Learners with Hearing Impairment in Meru County, Kenya
(Kenyatta University, 2020-08) Kathare, Nabea Mpanda
The purpose of the study was to establish the impact of teaching methods on academic performance of learners with hearing impairment in Mathematics in Igembe District, Meru County, Kenya. The study was based on Burhus Fredric Skinner‟s theory of motivation in learning. The argument here was that learner‟s motivation to undertake a task depends on expected rewards that is, achievements in accomplishment of task. This study will adopt a descriptive survey design which will allow the researcher to gather, summarize, present and interpret the information /data for the purpose of clarification. The location of the study was Igembe District of Meru County, Kenya. The target population of this study was Head teachers, Teachers teaching mathematics to hearing impaired learners and Quality assurance and standard officers in Igembe District. A sample of 53% of accessible population was purposively sampled for this study. The researcher used three (3) types of research instruments to collect data, these are, questionnaires, interview guides, and observation checklists. The research instruments were constructed based on the objectives of the study. The researcher applied test-retest method during the piloting stage to establish reliability. This was carried out in one special unit of Tigania District which will be purposively sampled to ensure validity of the research instruments. They were developed with consultation of fellow post graduate students and my supervisors. The data gathered from the field was sorted out, coded and analyzed in form of table, charts, frequencies, percentages and texts. The researcher obtained research permission from national commission for science, technology and innovation through, The Dean, graduate school, Kenyatta University before administering the research instruments in the field. The researcher made preliminary visit to the respondents and discussed the relevance of the intended study. Issues of informed consent and respect of the respondents were also discussed. The study established that the use of varied teaching methods enhances academic performance of learners with hearing impairment in mathematics. The study also found out that total communication and sign language are the main modes of communication used by the teachers while teaching mathematics to learners with hearing impairments. The study also established that effective communication, availability of learning/teaching resources, effective teacher training and student attitude impact on academic performance of mathematics by learners with hearing impairments in special schools and units in Igembe District. The study also found out that interactive teacher – learner teaching/learning such as personalized teaching and interactive learner – learner teaching/learning such as peer tutoring are used by the teachers to alleviate specific mathematic difficulties in learners.
Effects of Handwriting Difficulties on Academic Performance of Learners with Learning Disabilities in Public Primary Schools in Nairobi City County, Kenya
(Kenyatta University, 2020-10) Mulanya, Emily N.
Handwriting is described as a language by hand. It is a mirror through which individual creativity, abilities, patience, and organization is reflected. To a large extent it’s a predictor of learning abilities. Unfortunately, 30% of learners worldwide experience handwriting problems against the background of fading handwriting lessons from the official school programs. Over 60% of learners experiencing handwriting difficulties also suffer from a given form of learning disability. It’s against this backdrop that this study was done to assess handwriting difficulties among learners with learning disabilities and determine the effects on academic performance in Makadara Sub County, Kenya. The study objectives were: To assess handwriting characteristics among learners with learning disabilities, to establish knowledge of factors influencing handwriting development among learners with learning disabilities, to find out measures taken to address handwriting problems and lastly to determine the effects of poor handwriting on academic performance. The study employed Logan and Crump's hierarchical two-loop theory for the production of handwriting, that was conceptualized in 2009. This was a two-tier study employing both qualitative and quantitative techniques of data gathering and analysis. The study method used was a mixed research design method which examined in breadth and depth the perspectives, practices, experiences of teachers and learners on the study problem. Purposive sampling was used to get the sample size of 254 respondents which consisted of 5 examiners, 21 language teachers, 25 class teachers, 3 headteachers and 200 learners with learning disabilities who had handwriting difficulties. Qualitative data was collected using in-depth interviews and observations. Quantitative data, on the other hand, was collected using open-ended and closed-ended questionnaire guide. Data was analyzed by the use of SPSS computer software version 19 and results were presented in graphs, tables, pie charts and frequencies. The adversely affected schooling behavior was assignment completion and submission, lesson attendance, participation in learning activities and aggregate mean score. This was vindicated by the ANOVA test that yielded a p-value of 0.027 against a significance value of 0.05 implying that handwriting difficulties had a negative impact on the academic performance study. The findings indicated that the majority of the respondents believe that learners with learning disabilities can develop good handwriting. An average number of respondents had a negative perception of learners with handwriting difficulties. 82% had a perception that handwriting difficulties impacted on the learning behaviors of learners with learning disabilities. Over fifty percent strongly agreed that handwriting difficulties affected the academic performance of learners with learning disabilities. The study recommended that teachers should acknowledge the existence of handwriting problems in the regular classroom and have a positive attitude towards learners who have handwriting difficulties; acceleration of research on good practices and pedagogies on handwriting development and lastly the need to institutionalize handwriting lessons in the national curriculum and part parcel of the official learning program
Influence of Bullying Behaviour on Academic Performance among Students in Integrated Public Secondary Schools in Kitui County, Kenya
(Kenyatta University, 2022) Muli, Mercy; Nzoka
Bullying has become more common in Kenyan public secondary schools. On a daily basis, many students face bullying and other forms of violence at school. The majority of pupils in Kitui County's public secondary schools have either been bullied or know someone who has been bullied. As a result, the purpose of this study was to look into the impact of bullying on academic achievement among students in Kitui County, Kenya's integrated public secondary schools. The study's goals were to find out the prevalence of bullying behavior, the impact of bullying conduct on academic achievement, and the measures teachers employ to prevent bullying behavior among students. Social Identity Theory was used to guide the research. A descriptive research design was used in this study. The research was conducted in Kitui Central District. A total of 1302 people were surveyed, including 31 principals, 31 guidance and counselling instructors, and 1294 form three pupils. To pick respondents from diverse strata, a stratified random sample method was utilized first, followed by a basic random sampling method. The total number of responders was 92, with 14 principals, 14 guidance and counselling instructors, and 64 form three pupils making up the sample. Questionnaires for instructors and students, as well as interviews with principals, were used to collect data. To ensure that the tools were valid, a suitability of the content was made, and a re-evaluation method was used to test the reliability of the tools. In order to communicate effectively with consumers, quantitative data was analyzed using descriptive statistics such as moderate deviations and was displayed using frequency distribution tables, pie charts, and bar graphs. Content analysis was used to analyze the quality data, which was then presented in a narrative manner. The study found a high level of bullying behavior among students from married families, social vulnerability due to leaving different homes, and some students felt stronger than others. Verbal and physical bullying were the most common forms of bullying behavior, and students reported that bullying took place in their school and that every student was bullied. However some students said some of these incidents were not reported to school officials. According to these findings, school bullying occurs in all schools, whether public or private. The study also found that school bullying has an impact on students' academic achievement, whether they are bullies or victims. Although some children did report bullying to their teachers after being bullied, school principals and teachers were aware of the notion of bullying. According to the survey, school administrators and instructors should take a variety of actions to lessen how much tormenting. Instructors ought to likewise cooperate with harassed understudies. To diminish school tormenting, instructors and school organization should give projects to menaces. Participating in extracurricular activities can help pupils enhance their academic performance by reducing the detrimental impact of bullying. Schools should also provide all of the necessary facilities for children to participate in these activities.
Influence of Delinquent Behaviour on Academic Performance of Learners in Kabete Rehabilitation School, Nairobi City County, Kenya
(2022) Kisendi, Julius Mulu; Kisilu Kombo; M. Murugami
The purpose of this study was to investigate the influence of delinquent behavior on the academic performance of learners in Kabete rehabilitation school, Nairobi County, Kenya. The objectives of the study were; to examine the influence of delinquent withdrawal, aggression, overreactions, and irritability behavior on the academic performance of learners in Kabete Rehabilitation School. The study was based on The Delinquent Behavior Theory and Theory of Educational Productivity. The study used a concurrent triangulation design in which the researcher implemented the quantitative and qualitative methods during the same time frame and with equal weight. The study targeted a total of 70 respondents comprised of one headteacher, 29 Teachers and Vocational Trainers and 40 learners at Kabete Rehabilitation School. purposive sampling was used to select all the 29 teachers and one headteacher while simple random sampling was used to select 10 learners in the rehabilitation school in Kabete translating to a total sample of 40 respondents. Questionnaires were used to collect data from teachers and vocational trainers, interview guides for the head teacher, and observation checklists for learners. Piloting of research instruments was conducted among three teachers and vocational trainers from Kiringiti Rehabilitation School in Kiambu County to establish validity and reliability. Data analysis began by identifying common themes from the respondents' descriptions of their experiences. Quantitative data were analyzed using Statistical Packages for Social Science (SPSS version 26.0). The quantitative findings of the study were then presented using tables and graphs. With the qualitative data, the researcher used thematic analysis. Then a record of all themes was prepared and arranged according to similarities and differences. The themes were afterward abbreviated as codes and the codes were written near the related text in a word document. The study established that the withdrawal, aggression, over-reaction, and irritability behaviors among learners in Kabete rehabilitation school were majorly expressed in isolation, violence, temper tantrums and lack of self-control respectively. Findings further revealed that violence, resentment, and suspicion among children negatively influenced the academic achievement of learners in Kabete Rehabilitation School, Nairobi County. The study concluded that most learners in Kabete rehabilitation school displayed delinquent behaviors both physically and emotionally in forms of social isolation, violence, mood swings, truancy, and high tempers. Withdrawal, Aggression, overreaction, and irritability behaviors significantly influenced the ling behaviors under such perspectives as participation in the classroom, class attendance, and completion of assignments and reading skills. This study recommended that schools or the government need to educate parents on children's aggressive behaviors and their influence on educational progress in school. The county government should ensure professional counselors are deployed in such schools to enhance attendance and curb dropouts.
Truant Behavior Disorder and its Impact on Academic Performance among Learners in Public Primary Schools in Nairobi County, Kenya
(Kenyatta University, 2021) Kagundu, Faith Wanderwa; Madrine King'endo; Mathew Koria
The aim of the study was to find out how truancy impacts on the academic performance of learners in selected public primary schools in Makadara Sub-County, Nairobi City County, Kenya. The objectives guiding the study include; finding out the characteristics and causes of truant behavior disorder as well as to find out the academic performance for such learners. The study also sought to find out the educational interventions programs put in place for these learners. This study was based on ecological theory of development by Urie Bronfenbrenner. The study population comprised all class six learners in 27 public primary schools. Sampling was done using stratified and simple random technique as well as purposeful procedures. Stratified and simple random sampling techniques were used to obtain different categories of schools. The schools were stratified according to their social economic status where 5 schools were randomly picked. Purposive sampling techniques were applied to obtain number of learners with truant behavior from the school attendance register. The deputy head teachers from each of the selected school were also purposively sampled. Total number of respondents was 60 learners and 5 deputy head teachers. Questionnaires and learners archival records were used as the instruments of data collection and the same were tested during piloting in a school with characteristics similar to those of the schools sampled for this study. Secondary data was analyzed as per the themes. Simple descriptive statistics was used for this exercise which yielded frequencies and percentages. The key findings showed that family problems contributed greatly towards learners being truant. It was also found that ‘pockets of poverty’ schools were more affected by this behavior than ‘well to be’ schools. The study also found that most truant learners especially in low economic zones did not perform efficiently in their academics. The study recommends that stringent measures should be put in place urgently so as to address the problem of truancy among learners. The study also recommends special needs education approach as a strategy for minimizing the vice in the selected primary schools

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