MST-Department of Special Needs Education

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Browsing MST-Department of Special Needs Education by Subject "Academic achievement -- Kenya -- Nyeri"

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    Determinants of effectiveness of peer tutoring on academic performance of standard four pupils with learning disabilities in Nyeri central sub-county, Kenya
    (Kenyatta University, 2016-09) Kibuthu, Anne Njeri
    The main purpose of the study was to analyze the determinants of effectiveness of peer tutoring on academic performance of standard four pupils with learning disabilities in Nyeri Central Sub-County, Kenya Literature was reviewed according to the objectives of the study. The study was premised on Vygotsky‟s social development theory as the theoretical underpinning. The study adopted descriptive survey research design utilizing both qualitative and quantitative approaches. The target population was all teachers teaching class four pupils in Nyeri central sub-county, Nyeri County, Kenya. The study used questionnaires, interview guide and observation checklist as the data gathering instruments. The data collected was edited, coded, classified on the basis of similarity, and then presented in form of charts, graphs, and tables for clarity. Pearson Correlation analysis was also used as the inferential statistical methods. Since the study was a descriptive study, descriptive statistics in SPSS such as percentages, frequencies tables, graphs, and trend analysis were used to summarize and relate variables. The study found that the methods used to identify learners with LD were observation of pupils‟ behavioral characteristics. It was also established that the teachers were adequately trained and well prepared to incorporate peer tutoring in their classes. The activities that peers engaged in were peer tutor demonstrating to tutee as an activity while learning socializing well, asking each other questions, concentration on task and asking guidance from the teacher. It was also found that some types of peer tutoring affected academic performance more positively than others. The study concluded that more training on methods of identifying learners with LD was important as it was critical in putting measures for early interventions. The study recommended that teachers should use professional methods of identifying learners with LD. It also recommended that government should be at the fore front of promoting policy frameworks that enhance special education in schools. Lastly, the study recommended that further studies should be conducted on the class eight pupils to establish how the candidate class copes with learners with LD.