RP-Department of Special Needs Education

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Browsing RP-Department of Special Needs Education by Subject "academic performance"

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    Influence of Teacher-Student Relationships on Academic Performance of Learners with Learning Disabilities in Nairobi County, Kenya
    (EJSE, 2024) Akinyi, Melvine Elizabeth; Muthee, Jessina; Nzoka, Stephen
    This study aimed to examine the influence of teacher-student relationships on the academic performance of learners with learning disabilities in Nairobi County. Systems theory and Social Cognitive theories were adopted. A descriptive correlational research design was employed using a mixed research approach. The target population comprised 4 head teachers, 62 teachers, and 1,923 learners with learning disabilities from 4 regular primary schools in Nairobi City County. Stratified random sampling and simple random sampling were applied to select the four schools and respondents from each school respectively. A purposive sampling technique was utilized to choose the head teachers and teachers from each school. Questionnaires, focus group discussions, interview guides, and screening tools were used to gather data. Quantitative data collected was analyzed using descriptive statistical techniques, whereas qualitative was transcribed and qualitatively analyzed in a thematic approach. A correlation test was done on the hypotheses to ascertain the relation between independent variables and dependent variables at a statistical significance of p≤0.05 (p=5%) using Chi-square. Pearson productmoment correlation was computed to measure the strength of the association between predictors and children’s academic performance variables. Qualitative data analysis involved transcription and analysis of open-ended questions from research tools using thematic analysis. Findings showed that all proxies for the teacher-student relationship except dependency level had a significant p-value (p<0.05) at 95% Confidential Interval. Statistical statistics from chi-square the correlation between teacher-student relationships and learners’ academic performance was statistically significant the null hypothesis was rejected. The study concluded that teacher-student relationships result in improvement in learners’ academic performance. School policies have no significant relationship with learners’ academic performance in primary school schools in Nairobi City County. The study recommended that teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the learners with learning disabilities feel accepted and motivated to improve their academic work.
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    Interplay Between Parent-Teacher Collaboration and Academic Performance of Pupils with Learning Disabilities in Public Primary Schools in Migori County, Kenya
    (EJSE, 2024) Oduor, Paul Omondi; Murugami, Margaret W.; Wamocho, Franciscah I.
    This study aimed to establish the influence of parent-teacher collaboration on the academic performance of pupils with Learning Disabilities (LD) in public primary schools in Migori County, Kenya. The study adopted a descriptive design. The study was guided by Constructivist Theory developed by Jerome Bruner (1966). The target population was 47 primary schools, 1000 pupils in grade three, 113 parents of pupils with learning disabilities, 47 grade 3 class teachers, and 47 head teachers in Migori County. A simple random sampling technique was used to select the primary schools. Grade three pupils, class teachers, parents, and head teachers were selected using a purposive sampling technique. The sample size consisted of 11 primary schools, 11 grade 3 class teachers, 11 head teachers, 55 grade 3 pupils, and 22 parents. Researcher-constructed questionnaires, pupil rating scales, and test and interview schedules were used to collect data. To establish the validity and reliability of the research instruments, a pilot study was carried out in one primary school in Migori County. The collected data were descriptively analyzed using means, frequencies, and percentages. Pearson productmoment correlation analysis was used to examine the nature of the relationships among the study variables. The results were presented using tables. The data from the interview schedule for the head teachers were analyzed thematically, and the results were incorporated into the quantitative findings. Findings indicated that effective collaboration between parents and teachers significantly enhanced academic performance. The study concluded that there was a positive correlation between parentteacher collaboration and the academic performance of pupils with LD revealed a positive correlation, emphasizing the significance of collaborative efforts to elevate academic achievement. The study recommended that to strengthen collaborative efforts, it is imperative to foster a deeper partnership between teachers and parents. In a leadership role, head teachers need to take the lead in sensitizing both teachers and parents on the profound significance of parent-teacher collaboration for the academic performance of pupils with LD. Also, teachers and Ministry of Education officials in the county should create time to meet the parents and teachers to sensitize them about LD and their needs to improve the learning outcomes of such learners.