MST-Department of Early Childhood Studies

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Visual Impairments Orientation and Mobility Training among Rehabilitees and its Influence on Independent Travel in Nairobi City County, Kenya
(Kenyatta University, 2024-09) Kwamboka, Gisore Varsytine
The purpose of the study was to investigate orientation and mobility training among rehabilitees with visual impairment and its influence on independent travel in Nairobi City County, Kenya. The study objectives were: Establish the professional qualification of orientation and mobility trainers at KIB, examine the role of rehabilitees’ with visual impairment cane skills in their independent travel, explore the contribution of rehabilitees’ indoor orientation and mobility skills in their independent travel and investigate the role of outdoor orientation and mobility skills in rehabilitees’ independent travel. The study was based on Bandura’s social cognitive learning theory. The researcher used case study research design. The target population was two orientation and mobility trainers and fifty rehabilitees with visual impairment who lost sight between the years 2011 and 2016 and who underwent rehabilitation at KIB. Purposive sampling technique was used to select KIB for the study. Snowball sampling technique was used to select thirty-seven rehabilitees with visual impairment. Data was collected using questionnaires. The pilot study was conducted to enhance validity and reliability of the research tools. The researcher ensured content validity of the research instruments through discussion with supervisors and lecturers in the department of early childhood and special needs education. For reliability a test-retest method was used where Pearson’s Product Moment Correlation was employed to correlate results from the two sets. Quantitative data was gathered using questionnaires and processed using Statistical Package for Social Sciences (SPSS version 28.1) program. Descriptive statistics were computed to summarize and describe the characteristics of the data in terms of frequency tables, graphs and charts and percentages. Responses from the open-ended questions were transcribed verbatim to ensure accuracy and preserve the original meaning of participants' statements. Results showed that the orientation and mobility trainers at KIB were skilled in the field of Orientation and mobility. Mobility canes were the main device used at Kenya Institute for the Blind for orientation and mobility. Indoor orientation and mobility skills were trained at Kenya Institute for the Blind. The skills were helpful to rehabilitees whose job placement was in offices. The outdoor orientation and mobility skills include, shore lining, track travel and recovery, stream crossing, elevators and car familiarization. The study concludes that the orientation and mobility trainers at KIB possess comprehensive qualifications and experience across various essential skills necessary for training rehabilitees with visual impairments. The study concluded that indoor orientation and mobility skills significantly influence the independent travel of rehabilitees with visual impairments. It is recommended that KIB continue to invest in the professional development of its trainers. This includes encouraging trainers to pursue advanced certifications and participate in on-going professional development opportunities. Enhancing trainers' qualifications can further improve the effectiveness of orientation and mobility training. It was recommended that stakeholders, including government and non-governmental organizations, increase funding and support for the Kenya Institute for the Blind. It is recommended that the Kenya Institute for the Blind develop comprehensive and standardized training programs. These programs should integrate both indoor and outdoor mobility skills and be adaptable to various outdoor conditions such as weather and terrain. Standardized protocols will ensure consistency in training quality and effectiveness across different environments.
Predictors of Reading Competency among Learners with Reading Disabilities in Public Primary Schools in Kiambu County, Kenya
(Kenyatta University, 2024-08) Njoroge, Jane Wangari
Learners’ performance in English seems to have been very low in most of the schools in Thika West sub-county. The poor performance in English at lower primary could be attributed to the learners’ inability to read well. Factors that lead to low levels of reading competency among learners include inadequacies in teachers’ qualifications that inhibit the use of the most appropriate methods of assessing and teaching reading to learners and the use of the most suitable methods of remediating reading as well. The purpose of this study was to assess the predictors of reading competency among learners with reading disabilities in public primary schools in Thika West Sub-County. The objectives of the study were to: establish the prevalence of learners with reading disabilities in lower primary schools, determine the qualification in SNE of teachers teaching reading in the schools, establish the assessment methods they use to assess reading among learners with reading disabilities, examine the methods they use to teach learners with reading disabilities and find out the methods of remediating reading that they use. The study adopted a descriptive survey design. The target population comprised of one hundred and eighteen (118) classes 1-3 teachers of English and two thousand three hundred and forty-six (2346) learners in the same classes in the twenty-two (22) schools in the sub county. Purposive sampling was used to select twenty-seven (27) teachers and two hundred and seventy learners (270) from five (5) schools. The instruments for data collection included questionnaires for teachers and checklists for learners. Data collected was analyzed both quantitatively and qualitatively. Quantitative data from the questionnaires for teachers and checklists for learners was analyzed using statistical package for social science (SPSS). Data collected using open ended questions from questionnaires was analyzed qualitatively. The tools were validated during a pilot study, which took place at General Kago primary school which was not among the five selected schools. Colleagues and supervisors went through the instruments and corrected content validity and language clarity. The study found out that there was a high prevalence of learners with reading disabilities and that, though a majority of the teachers teaching learners with reading disabilities had the requisite professional training, they had no training in SNE. It further revealed that most of the teachers ineffectively assessed reading disabilities thus they used inappropriate teaching methods and inadequately remediated reading. The study recommended that MOEST should organize and carry out training, in servicing courses and refresher courses on SNE and should encourage collaborative strategies among stakeholders.
Caregivers’ Roles in Enhancing Communication Skills of Children with Autism Spectrum Disorder At Autism Society of Kenya, Nairobi City County Kenya
(Kenyatta University, 2024-08) Mukewa, Naswa Magdalen
Due to their increased time spent interacting with and offering formal care for their children, caregivers play a crucial role in early intervention for children with autism spectrum disorder (ASD). They are expected to help their children with communication difficulties by offering early diagnosis and continuous assistance. Insufficient information and experience about their responsibilities can lead to miscommunication, unfulfilled demands, and dissatisfaction among certain caregivers who struggle with their children's communication issues. This study aimed to evaluate the contributions that caregivers made to improve the communicative abilities of children with ASD. Objectives of the study were to find out awareness of caregivers on communication difficulties which children with ASD face, how much they participated in Speech and Language Pathology Services (SLP) to help the children with ASD communicate better, and the techniques caregivers employed to help the children with ASD communicate better. Comte's Structural Functional Theory (SFT) provided direction for the investigation. The research employed a descriptive survey design. The study focused on a target group of 38 participants, consisting of 36 caregivers, 1 occupational therapist from Autism Society of Kenya (ASK), and 1 speech-language pathologist (SLP) outside the organization. Purposive sampling was used in the study. A pilot study was conducted among members of Autism Support Center Kenya (ASCK) who cared for children with ASD who shared the same features to assess the validity and reliability of the research tools. To take part in the pilot trial, one therapist was specifically chosen. The therapists were interviewed and the caregivers were given questionnaires to complete in order to gather data. Quantitative information from closed-ended questions was analyzed and classified. Descriptive statistics analysis using SPSS version 26 was then performed. The study established that more than half of the caregivers were not aware of the communication deficits in their children with ASD and therefore, they were not actively involved in enhancing communication abilities. The research findings also indicated that that majority of caregivers’ utilized various strategies however, expressed difficulties in mastering and implementing them. The study concludes that there is a clear need to address key themes emerged in this study in order for caregivers to effectively carry out their roles to enhance communication abilities of children with ASD. The study suggests need for Governmental and non- Governmental organization raising knowledge of SLP services, hiring more SLP at nearby hospitals, providing training, and mentoring caregivers on SLP techniques. This study could help healthcare facilities, the Ministry of Education, and the Ministry of Health manage and support children with ASD. Caregivers of children with ASD will also understand communication deficits of their children and effective strategies to mitigate these deficits.
Collaboration and Inclusion for Enhancing Communication Skills among Learners With Autism in Selected Private Primary Schools in Nairobi City County, Kenya
(Kenyatta University, 2024-11) Gakii, Lindah
Collaboration among specialists and inclusive education are key strategies in enhancing communication skills of learners with Autism Spectrum Disorders. Most learners with autism have difficulties in socio-communication skills that require both collaborative and inclusive approaches to improve their social communication skills and promote social learning and social acceptance. However, the application of these approaches in Kenyan schools with children with autism remains unknown. This study assessed the use of collaboration and inclusion as an intervention strategy to enhance socio-communication skills of learners with Autism in Nairobi City County. The objectives included: assessing the extent of use of collaborative strategies by teachers to enhance communication skills among learners with Autism, assessing the extent of use of inclusion strategies by teachers to enhance communication skills of learners with Autism, determining the resources used in collaboration and inclusion by the teachers to enhance communication skills of learners with Autism and establishing the challenges of using collaboration and inclusion to enhance communication skills of learners with Autism. The study was guided by Vygotsky’s social constructivism theory and adopted a descriptive research design using mixed methods. The target population comprised head teachers, teachers, teacher assistants, and speech-language therapists from primary schools in Nairobi County. The study sampled four (4) selected private primary schools in Nairobi City County. The study employed purposive sampling technique and utilized all the available accessible population in the selected private primary schools. The main instruments of data collection were questionnaires and interviews schedules. A pilot study was conducted in a randomly selected private school in Nairobi. A test-retest method was used to ensure reliability. Quantitative data was analyzed by aid of SPSS software and then reported using descriptive statistics. Qualitative data was analyzed thematically and reported narratively. The study findings revealed that all the sampled schools had at least some collaboration and inclusion mechanisms in place to enhance communication skills for learners with Autism, although there were some notable inclusion gaps. The use of collaboration interventions for learners with autism in their schools was, on average, moderate, while the utilization of inclusion strategies was high. All the schools had some deficits in critical resources needed to support collaboration and inclusion interventions. The availability of such resources was moderate. The most salient challenges were related to: attitudes toward inclusion of learners with Autism, knowledge and awareness, resource availability, administrative support, and training. From the findings, it was concluded that collaboration and inclusion strategies to support learners with Autism were not implemented to the maximum, primarily due to the challenges mentioned above. The education ministry should therefore work together with headteachers to ensure teachers, speech-language therapists, parents, and other stakeholders have the resources and support they need to implement collaboration and inclusion interventions successfully. The moderate use of collaboration strategies for learners with ASD, as reported in this and other studies in the country implies that teachers and SLTs in these schools may be missing valuable opportunities to enrich the learning experiences of children with ASD and help them develop effective communication skills.
Parental Involvement and Transitioning of Learners with Intellectual Disabilities from School to Employment in Nairobi City County, Kenya
(Kenyatta University, 2024-08) Ondara, Dorcah Kerubo
Despite the numerous benefits linked with parental involvement in transition of learners with intellectual disabilities (ID) to employment, their participation has not been given much attention by stakeholders. This study sought to investigate parental involvement and transitioning of learners with intellectual disabilities from school to employment in Nairobi City County, Kenya. The study utilized a descriptive survey research design. The study targeted 5 SNE centers, 65 SNE teachers, 5 head teachers and 900 parents with learners with ID. Purposive sampling was used to obtain the 5 SNE centers, 65 SNE teachers and 5 head teachers who were used for the study while stratified sampling techniques was used to obtain 90 parents to participate in the study. Questionnaires for SNE teachers, interview schedules for head teachers and focus group discussion for parents were administered for primary data collection. The validity and reliability of the instruments was ascertained through pilot testing. Data collected was subjected to Statistical Packages for Social Sciences (SPSS) version 27 for analysis and presented using frequency tables, percentages and figures. The study findings revealed concerning gaps and challenges. Teachers expressed mixed perceptions regarding parental understanding of ID needs (11.3% strongly disagreeing, 16.1% disagreeing, 27.4% unsure, 33.9% agreeing, 11.3% strongly agreeing). Similarly, there were discrepancies in perceptions of parental involvement in training programs (11.3% strongly disagreeing) and satisfaction with communication about transition (22.6% strongly disagreeing). The study concluded that the role of parental involvement in supporting the successful transition of learners with ID from school to employment is critical. The dissatisfaction expressed by teachers regarding the overall collaboration and transition planning process indicates a clear need for schools to enhance communication strategies, establish structured engagement opportunities, and provide more support for parental involvement. The study recommended that school administrators should promote inclusive policies that mandate schools to engage parents as equal partners in the identification and planning processes for learners with ID. Provide resources and training for educators to facilitate effective collaboration with parents, ensuring that transition plans are tailored to meet each child's unique needs. The Ministry of Education through quality assurance should conduct the training sessions for educators focused on effective communication strategies with parents of learners with ID. These sessions should emphasize the importance of clear, accessible, and culturally sensitive communication
Selected Instructional Constraints Influencing Effective Learning among Learners’ With Low Vision in Public Secondary Schools in Tharaka Nithi County, Kenya
(Kenyatta University, 2024-11) Njeru,Jane Wanja
This study aimed to assess instructional constraints hindering effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya. The problem this study attempted to solve was the lack of effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya, caused by various instructional constraints. This was crucial in addressing educational disparities and advocating for the rights of learners with disabilities in Kenya and beyond. The study sought to identify and address these challenges to enhance the learning experience and academic performance of these learners. This study was anchored on Vygotsky’s (1978) Sociocultural Theory combined with Meyer et al. (2014) Universal Design for Learning (UDL) principles. Vygotsky’s theory emphasizes the importance of social interactions, scaffolding, and tailored learning experiences that can help learners with disabilities, including those with low vision, overcome cognitive barriers by leveraging the right support systems, such as assistive technologies and teacher guidance. Universal Design for Learning (UDL), on the other hand, advocates for designing instructional methods that accommodate diverse learners, including those with visual impairments, by providing multiple means of engagement, representation, and expression. Summarize to four sentences. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. A questionnaire was used to collect data from both teachers and learners, as well as a lesson observation schedule. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. The sample comprised 297 teachers and 100 learners with low vision totaling to 397. A questionnaire was used to collect data from both teachers and learners. A pilot study was carried out in two schools involving 30 teachers and 10 learners. Results of data analysis showed that effective learning outcomes for learners with low vision significantly correlate with the availability and use of assistive technology. However, constraints such as insufficient resources and inadequate teacher training were prominent barriers. It was established that the use of activity-based instructional methods, like practical lab activities and student projects, was limited by inadequate tactile materials. Tactile graphics were identified as essential for effective learning, but their limited availability and quality were significant impediments to comprehension and performance among learners with low vision. The study concluded that instructional constraints related to assistive technology, activity-based learning, and tactile graphics critically hinder effective learning for students with low vision in Tharaka Nithi County. There is need for training programs to enhance teacher competencies in using assistive technology and tactile graphics, increasing funding for modern assistive tools, and improving the timely delivery of tactile materials. Streamlining lesson planning to better incorporate these resources will enhance the effectiveness of activity-based learning and ultimately improve educational outcomes for students with low vision.
Educational Assessment Influence A Predictor of Academic Performance among Learners with Visual Impairment in Nairobi County, Kenya
(Kenyatta University, 2024-08) Onyango, Chaba Mark
The study aimed to establish educational assessment influence on academic performance predictors to learners having visual loss in selected learning institutions in Nairobi County, Kenya. Despite significant advancements in inclusive education policies and practices, the academic performance of learners with Visual Impairment (VI) in Nairobi County, Kenya, remains suboptimal. The study objectives were to determine the assessment instrument's influence on Learners with VI academic performance in designated integrated public primary learning institutions, to investigate the professional qualification influence in the assessment of teachers on Learners with VI academic performance in particular integrated community primary learning institutions; to assess the impact of Braille learners proficiency with the visual loss on their classwork performance in particular integrated community primary learning institutions; and to examine the assistive technology influence employed in the assessing Learners with VI on classwork accomplishment in designated integrated community primary learning institutions. The research assumed an expressive survey design exploiting quantitative techniques. The design was regarded as appropriate for the research as it is anticipated to allow the scholar to analyze, describe, record and present data. The targeted audience was 206 respondents, whereas the sample population would be 68 respondents comprising four head teachers, 31 teachers and 33 Learners with VI. The research was conducted in integrated community primary schools in Nairobi municipality. Purposive sampling was employed to select 31 teachers from the four integrated public primary schools. For the learners with VI, convenience sampling was used to select 33 out of 98 available learners across the four schools. All 4 head teachers from the selected schools were included in the study using purposive sampling. Piloting allowed the researcher to test the clarity, relevance, and comprehensiveness of the questions and items included in the questionnaires and observation checklists. The research employed the use of both qualitative and quantitative techniques of data collection. Quantitative data was analyzed and coded using Statistical Package for social science (SPSS V 23.0). The findings show that the most available instrument is verbal communication, followed by the Tactual model/Braille. Pictures and Real objects were also readily available. Demonstrations, physical prompting, auditory learning media, typed information at imitation, video, and large print were also deployed. The results showed that at least half of teachers had received training on special education; only about a third lacked formal training and had no training on special education. Most of them, followed by teachers with bachelor's degrees, Diploma education had certificate P1, master's degree, and diploma PGDE while only a tiny fraction had PhD qualifications. The results conclude that professional qualification significantly influenced the academic performance of Learners with VI, braille proficiency of teachers significantly influences the academic performance of Learners with VI and ICT integration has improved the quality of assessment in school, thus advancing Learners with VI academic performance. The study recommednded that government needs to put down measures to ensure adequate assessment instruments for the learner and offer the necessary training to teachers on adequately using the instruments. Policymakers and education stakeholders should formulate policies ensuring most teachers receive special education in dealing with learners with VI and other disabilities
Music Therapy Strategies for Improving Communication Skills in Children with Autism Spectrum Disorders Nairobi City County, Kenya
(Kenyatta University, 2024-11) Onaya, Clinton
The purpose of this study was to evaluate the impact of music therapy strategies on autistic children's communicative abilities (ASD). The study focused on how music therapy strategies affected the expressive and receptive abilities of children with Autism Spectrum Disorders. Additionally, it looked into how music therapy strategies affected how well children with autism spectrum disorders paid attention together. The study also evaluated the impact of tools and assistance used in music therapy on the communicative abilities of children with Autism Spectrum Disorders. At the Kenya Community Centre for Learning (KCCL) in Nairobi County, the researcher gathered data from the accessible population, which included the head teacher, classroom teachers, and students with ASD. The School of the Nations in Nairobi County hosted the pilot research. This study was based on B.F Skinner's Behaviorism theory of the mid-20th century, which centered on the observable behaviors of individuals interacting with the environment. To gather data for analysis, the researcher employed an experimental study design that triangulated observation, interviews, and questionnaires. This study comprised 15 participants selected purposively consisting of 1(one) head teacher, 4(four) classroom teachers, and 10 (ten) learners with ASD. A descriptive-analytic approach was used to examine the study's data. It was the use of music therapy strategies and the therapist himself to influence the change of behavior where music could be used as a reinforcer, as a contingent interruption, and as a reward. Descriptive statistics such as mean, variance, and standard deviation. Inferential statistics were used to summarize data in terms of mean differences at the significance level of p=0.05. Qualitative data from interviews and observations were first transcribed to determine what to choose, interpret, and present. These data were then organized, coded, and categorized based on responses and comments. Findings showed that the pre-test baseline assessment revealed varying levels of receptive skills among children with ASD, with the experimental group showing moderate abilities in following verbal instructions but lower comprehension of simple prepositions compared to other skills assessed. Music therapy strategies had a positive impact on improving expressive skills among children with Autism Spectrum Disorder. The t-test conducted before the test showed no significant statistical difference between the control and experimental groups (p = 0.77 > 0.05). However, after the test, there was a significant difference between the control and experimental groups, with the experimental group showing higher average scores (p = 0.001 < 0.05). The study concluded that while music therapy strategies may offer some benefits in enhancing certain aspects of social skills among children with ASD, additional interventions and support may be necessary to address the complex challenges associated with social skill development in this population. The study recommended promoting collaboration between researchers, clinicians, and educators to ensure that music therapy interventions are evidence-based and tailored to the specific needs of individuals with ASD. The Government should implement multidisciplinary interventions that combine music therapy with other evidence-based approaches, such as behavioral interventions and social skills training, to address the diverse needs of children with ASD.
Parent’s Career and It’s Influence on their Involvement in Pre-School Children’s Education in Machakos County, Kenya
(Kenyatta University, 2024-12) Wangui, Alice Wanjiru
Parents play a crucial role in providing necessary support in the lives of their children. Research has shown that a lack of parental involvement in the education of pre-primary school children negatively affects learners' academic performance. The purpose of this study was to investigate how parents' career pursuits influence their involvement in their pre-primary school children’s education in Machakos County, Kenya.The study employed the socio-cultural theory of human learning developed by Vygotsky. A descriptive survey research design was used. The target population consisted of 143 respondents, comprising 65 parents, 65 teachers, and 13 headteachers from 13 private schools in Mavoko Sub-county. Purposive sampling was used to select the headteachers, while simple random sampling was applied to select parents and teachers as participants. The study sampled 50 percent of the 26 schools, 130 teachers, and 130 parents. Data collection instruments included questionnaires for parents and teachers and interview schedules for the headteachers. Piloting was conducted in one private school in Mavoko Sub-county. Data were analyzed using both quantitative and qualitative methods with SPSS version 26.0. The findings were presented in tables, charts, graphs, and figures. The study revealed that learners performed better academically when their parents were actively involved in their schoolwork. However, careers that demanded a significant amount of parents’ time hindered their involvement. Specifically, time conflicts between parents’ professional responsibilities and the time required for engagement with their children’s education were identified as major barriers to parental involvement. The study recommended that key stakeholders in the education sector should educate parents on the importance of their involvement for the academic and social development of preschool children.
Phonological Disorders as a Determinant of Speech Intelligibility among Learners with Down Syndrome in Public Primary Schools, Nairobi County, Kenya.
(Kenyatta University, 2024-06) Ndinda, Maureen Stephanie
Learners with Down Syndrome (DS) usually present with specific difficulties with speech production which often affect their speech intelligibility leading to communication breakdown. However, studies on phonological disorders in this special population are currently limited hence their specific challenges with speech sound production and the impact on speech intelligibility is unclear. The purpose of this study therefore, was to investigate phonological disorders as a determinant of speech intelligibility among learners with Down syndrome in public primary schools, Kasarani Sub County. The specific objectives were: to examine the patterns of phonological errors that affect speech intelligibility of learners with DS; to determine the extent to which phonological disorders affect intelligibility of speech of learners with DS and to establish the intervention strategies for phonological disorders that can improve speech intelligibility of learners with Down syndrome. The study was guided by the theory of Natural Phonology by David Stampe. A descriptive study design was used. Piloting was conducted in one of the public primary schools with learners with DS to ensure validity and reliability of the instruments. The study used the available population of 25 learners with DS and 10 teachers trained in special needs education who were purposely selected from public primary schools in Kasarani Sub-county. Data was collected through test of phonology, speech intelligibility test and questionnaires for teachers. Descriptive statistics such as frequencies and percentages were used to analyze quantitative data whereas the qualitative data that was obtained from open ended questions was analyzed thematically. The study established that learners with Down syndrome displayed consistent phonological error patterns that have been classified as a disorder. Some of the phonological disorders portrayed by the learners were: Epenthesis, cluster reduction, gliding, substitution, consonant deletion, fronting, syllable reduction, devoicing, stopping, alveolarization and backing. Epenthesis emerged as the most common disorder among the learners, final consonant deletion, substitution, gliding, medial consonant deletion, initial consonant deletion, fronting, cluster reduction, stopping while backing and devoicing as the least produced disorder. From the ordinal speech intelligibility index scale 65% of the learners had severe speech intelligibility, 25% had moderate speech intelligibility while 10% had mild speech intelligibility. Further the study established that speech intelligibility of learners with Down syndrome is impaired due to presence of phonological disorders which have been noted to not only affect the academics and classroom participation, but also social aspect of their lives, self-esteem and interaction with their peers. Some of the interventions entail IEPs, use of mirrors to aid in correct placement of the articulators when producing the sounds with errors, imitation technique where by the learner had to imitate from the teacher how to produce the sounds correctly using the mirror as an aid. The study recommended that special needs teachers should be trained on how to identify learners with phonological disorders and methods of assisting in ways of bringing clarity to their speech thereby positively influencing the intelligibility of the learners with DS. Trained speech therapists should also collaborate with teachers to assist them in developing IEPs that not only target on academics but also on different aspects of communication in the case of language impairment such as phonological disorder.
Selected Instructional Constraints Influencing Effective Learning among Learners’ with Low Vision in Public Secondary Schools in Tharaka Nithi County, Kenya
(Kenyatta University, 2024-11) Njeru, Jane Wanja
This study aimed to assess instructional constraints hindering effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya. The problem this study attempted to solve was the lack of effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya, caused by various instructional constraints. This was crucial in addressing educational disparities and advocating for the rights of learners with disabilities in Kenya and beyond. The study sought to identify and address these challenges to enhance the learning experience and academic performance of these learners. This study was anchored on Vygotsky’s (1978) Sociocultural Theory combined with Meyer et al. (2014) Universal Design for Learning (UDL) principles. Vygotsky’s theory emphasizes the importance of social interactions, scaffolding, and tailored learning experiences that can help learners with disabilities, including those with low vision, overcome cognitive barriers by leveraging the right support systems, such as assistive technologies and teacher guidance. Universal Design for Learning (UDL), on the other hand, advocates for designing instructional methods that accommodate diverse learners, including those with visual impairments, by providing multiple means of engagement, representation, and expression. Summarize to four sentences. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. A questionnaire was used to collect data from both teachers and learners, as well as a lesson observation schedule. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. The sample comprised 297 teachers and 100 learners with low vision totaling to 397. A questionnaire was used to collect data from both teachers and learners. A pilot study was carried out in two schools involving 30 teachers and 10 learners. Results of data analysis showed that effective learning outcomes for learners with low vision significantly correlate with the availability and use of assistive technology. However, constraints such as insufficient resources and inadequate teacher training were prominent barriers. It was established that the use of activity based instructional methods, like practical lab activities and student projects, was limited by inadequate tactile materials. Tactile graphics were identified as essential for effective learning, but their limited availability and quality were significant impediments to comprehension and performance among learners with low vision. The study concluded that instructional constraints related to assistive technology, activity based learning, and tactile graphics critically hinder effective learning for students with low vision in Tharaka Nithi County. There is need for training programs to enhance teacher competencies in using assistive technology and tactile graphics, increasing funding for modern assistive tools, and improving the timely delivery of tactile materials. Streamlining lesson planning to better incorporate these resources will enhance the effectiveness of activity-based learning and ultimately improve educational outcomes for students with low vision
Learners’ Perception on Sign Language Interpretation Effectiveness during Television Newscasts at Karen Technical Institute for the Deaf Nairobi City County, Kenya
(Kenyatta University, 2024-07) Maina, Moses Gitonga
Due to the rise in demand for Sign Language Interpretation (SLI) for persons with Hearing Impairment (HI), it was paramount to determine the learners’ perception on sign language interpretation effectiveness during television newscasts at Karen Technical Training Institute for the Deaf (KTTID). The research objectives of this study were; to find out if variations of Kenyan sign language vocabularies affect accessibility to television newscasts, to establish the effective mode of sign language in sign language interpretation during newscasts, to find out the visibility of signs in sign language interpretation during newscasts and to find out the views of learners on the skills of sign language interpreters. The study employed a descriptive survey design. The research design was anchored on Robert Karasek’s theory of demand control in sign language interpretation. The study was conducted at Karen Technical Training Institute for the Deaf (KTTID) in Nairobi City County. The study population comprised 491 learners with HI and 52 teachers from KTTID. One hundred and twenty three students and 2 teachers were sampled using a purposive sampling technique. Questionnaires for learners and interviews schedule for the teachers’ head of entertainment at KTTID were used as instruments for data collection. Piloting and consultation were conducted to establish validity and reliability before the instruments were used for the actual data collection. The study applied both qualitative and quantitative research approaches in collecting data. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) version 23. Qualitative data from both the questionnaires and interviews were analyzed thematically. Major research findings for the study were that variations of Kenyan sign language vocabularies affect adequate access to television newscasts. Kenyan Sign Language (KSL) mode of sign language in interpretation was the most effective mode of accessing television newscasts. The screen size for sign language interpretation was relatively small for the visibility of articulated signs during television newscasts. Based on the research findings, the study recommends that there is a need to harmonize Kenyan sign language to avoid the issue of having variations of some vocabularies while signing. The study further suggests that newscasts should be interpreted in KSL mode of sign language in interpretation to accommodate the large group of people with hearing impairment. The study also recommends that the screen size for sign language interpretation should be increased considerably so that viewers of newscasts can watch the signs expressed clearly without strain.
Challenges in Use of Mother Tongue as a Medium of Instruction in Pre-Primary Schools in Taita Taveta County, Kenya
(Kenyatta University, 2024-05) Makokha,Esther Harriet Ondeko
Mother tongue use as a medium of instruction promotes learners’ self-esteem together with academic achievement. Despite the advantages gained by using mother tongue in early year’s education, studies have revealed that mother tongue is the least chosen medium of instruction in pre-primary schools in Taita Taveta County. Therefore, this study purposed to establish school and teacher related challenges that hinder use of mother tongue as a medium of instruction in pre-primary schools in the County. The study was guided by the following objectives: to determine the extent to which teachers in pre-primary schools use mother tongue as a medium of instruction, to identify teacher related challenges in the use of mother tongue as a medium of instruction, to establish school related challenges in the use of mother tongue language as a medium of instruction and to determine strategies that can be used to enhance use of mother tongue as a medium of instruction in pre-primary schools in Taita Taveta County. The study was anchored on the Social Constructivist theory of language development by Lev Vygotsky. A descriptive research design was employed. The target population for this study was 384 people encompassing of 120 head teachers and 264 pre-primary school teachers in Voi sub-county. To sample the respondents, stratified, purposive and simple random sampling techniques were used. The sample size was 38 respondent, these included 12 head teachers and 26 pre-primary schoolteachers. Data was collected using a questionnaire for teachers and interview schedule for the head teachers. A Pilot study was done in 2 pre-primary schools in Voi Sub-County. Content validity of the questionnaires and interview schedule was ascertained through expert judgment. The questionnaire's reliability was determined through test-retest method using the Cronbach's Alpha coefficient algorithm. For qualitative data, thematic analysis was done, while analysis of quantitative data was done using descriptive statistics that is percentages and frequencies. The study established that majority of teachers rarely used mother tongue in instruction, they preferred using English and Kiswahili. In addition, the study found that use of mother tongue in instruction was hindered by teacher related factors. Further the study established that use of mother tongue in the schools was influenced by school related factors. Finally, the study established a number of strategies that can enhance use of mother tongue as a medium of instruction in pre-primary schools which include; encouraging parents to use mother tongue when speaking to their children, training teachers on how to use mother tongue in instruction, mobilizing funds for acquiring or developing materials for teaching using mother tongue and sensitization of parents on importance of using mother tongue as a medium of instruction. The study concluded that majority of the pre-primary schools did not embrace use of mother tongue in instruction. The study recommended that the government, the Ministry of Education and its sub sectors like the Teachers’ service commission and the Kenya Institute of Curriculum Development should come together to address the challenges identified to be in the path of implementing the language policy.
Teachers’ Perceptions on the Intervention Strategies on Reading Disability among Grade Three Learners in Public Primary Schools in Nairobi County, Kenya
(Kenyatta University, 2024-06) Masaba, David Mulama
The study aimed to examine the interventions employed in lower primary schools and their effectiveness in addressing reading disabilities. The objectives of the study were: to establish the reading outcomes of learners with reading disabilities; to find out the relationship between remedial instructions and grade three learner’s reading abilities; to examine whether there is a relationship between direct instruction model of teaching and grade three learner’s reading abilities; to examine whether there is a relationship between peer teaching and grade three learner’s reading abilities; to find out the relationship between ICT Integration in Teaching and Learning Reading and grade three learner’s reading abilities in Ruaraka, Nairobi City County-Kenya. The study was based on the Communicative Language Teaching Theory. A descriptive survey research design, employing a mixed-method research approach, was utilized. The research targeted 1,023 grade three learners, 12 head teachers, and 24 teachers within 12 primary schools in Ruaraka sub-county. Purposive sampling was employed to select 5 schools with known interventions for learners with reading difficulties. Grade three learners were selected using the census method, while two teachers and one head teacher were conveniently sampled from each school. Data collection tools included questionnaires for grade three teachers, interview guides for head teachers, and the Competency-Based Curriculum (CBC) assessment for grade three learners. Quantitative data were analyzed using methods such as frequency distribution and percentages. The ANOVA (Analysis of Variance) is crucial for evaluating the overall performance and significance of the regression model used to analyze the relationship between the predictors (ICT, Direct, Remedial, and Peer) and the dependent variable (performance). Qualitative data were analyzed thematically, adhering to all ethical guidelines throughout the research process. The findings revealed that Remedial Teaching, while promising, did not exhibit a statistically significant impact on reading performance. Peer Teaching and Direct Instruction, on the other hand, demonstrated statistically significant positive impacts, emphasizing the value of peer-based and teacher-centered approaches. Surprisingly, ICT Integration had a negative impact, emphasizing the need for thoughtful technology integration. The ANOVA results demonstrate that the intervention strategies, as a group, have a statistically significant impact on students' performance in reading. The low p-value (0.004) indicates that the relationship between these strategies and students' performance was statistically significant (p=0.004<.05). From the coefficients, peer-teaching (p=.009), direct instruction model (p=.025) and ICT integration (p=.006) were statistically significant except for the remedial (p=414<.05). In conclusion, the study highlights the importance of selecting the right intervention strategy and tailoring it to specific contexts and needs. Recommendations include comprehensive examination of Remedial Teaching, exploration of diverse Peer Teaching approaches, optimization of ICT Integration, inclusion of different grade levels, and emphasis on nuanced and multifaceted approaches. These recommendations aim to guide future research to continually improve reading abilities among students.
Collaboration in Speech Therapy Intervention for Children with Autism: Speech Therapists and Caregivers Perceptions in Nairobi City County Kenya
(Kenyatta University, 2024-04) Musungu, Anne Kasachia
Not Available
Children’s Television Viewing and its Influence on Completion of School Homework among Lower Primary School Pupils in Kisumu County, Kenya
(Kenyatta University, 2024-05) Owaga, Caren Adhiambo
Today’s children1are growing up1in a rapidly changing digital age. A variety1of technologies such as TVs, phones and computers are all around us in the1homes, offices and1schools such as TV, phones and computers. When these technologies are used wisely, they can support learning including completion of school homework. However, studies have revealed that exclusive TV viewing has the potential to generate both negative and positive effects on pupils’ homework completion. The purpose1of this1study, therefore, was to investigate1the influence1of television watching1on completion of1school homework amongst lower primary school pupils in Nyakach Sub-County, Kisumu County. The1objectives of the1study were to1establish the extent1to which pupils in lower grades watch television at home, to find out the impact of television watching by pupils in lower grades in relation to completion of school homework and to explore the strategies parents of lower grade pupils have put in place to regulate children’s television viewing in Nyakach Sub-County, Kisumu County in Kenya. The study was informed by the theory of Urie Bronfenbrenner’s (1979) Ecological Systems Theory. Descriptive study design was adopted by the researcher in this1study. The target population consisted of lower primary school pupils from 57 public and 16 private lower primary school children in Nyakach Sub-County; 230 teachers, 300 parents/guardians in Nyakach Sub-County, Kisumu County, Kenya. The researcher used stratified sampling techniques to select the schools from a total of 73 primary schools in Nyakach Sub-County. Data collection was done using questionnaires and interviews. Statistical Package for Social Sciences (SPSS) software was used to analyze the data. Analysis of quantitative data was done using frequencies and percentages and the findings presented using tables, figures and narratives. Qualitative data was analyzed using sub themes and themes that emerged from the findings. The study established that the majority of preschool children spent long hours watching preferred TV programmes especially during weekends. It was further established that both parents and teachers agreed that TV viewing disrupt homework completion particularly in the absence of parental supervision, control and regulation. The study recommended the need for both parents and teaches to work together to ensure that TV watching by children are put under check to enhance homework completion. The study recommended that1further research1can be carried1out to establish1the challenges facing parents in regulating TV watching as a source of failure to do homework for lower primary school children.
Effects of Family Environment on Alcohol and Drug Abuse in Kiambu County, Kenya
(Kenyatta University, 2023-07) Karanja, Mercy Wanjiku
In Kenya, drug and substance abuse is on the rise, with more dangerous opiates like heroin replacing alcohol and cigarettes. Children who have been exposed to drugs or alcohol are particularly vulnerable. Policies have been pushed through programs on relationships, parenting abilities, and dialogues, as well as alcohol and drug misuse education yet the burden of drug abuse still weighs on Kiambu. The objectives of the study were: To analyse family factors that initiate the use of alcohol and drug abuse in Juja Subcounty, Kiambu, to evaluate family controlling measure on alcohol and drug abuse, to examine the role of the family in rehabilitation of alcohol and drug users in Juja Subcounty and to assess factors preventing relapse among alcohol and drug users in Juja Subcounty, Kenya. The research was anchored in Social Control Theory. A descriptive research design was adopted. A pilot study was carried out using 30 respondents from Thika town who were not involved in the final study. The research targeted 104,301 households in Juja subcounty. The Yamane formula was utilized in determination of sample size. The snowball sampling technique was used to select participants. The data was gathered using structured questionnaires. The quantitative data gathered was analysed descriptively and inferentially with aid from the Statistical Package for Social Sciences (SPSS) version 26. The qualitative data were analysed through themes and presented in narrative form. The analysed quantitative data was displayed in frequency tables, pie-charts, and bar graphs. Research permit was sought from Kenyatta University and National Commission for Science, Technology and Innovation. The information provided was kept confidentially and respondents remained anonymous. Based on the knowledge of the study's objectives, informed consent was requested. To avoid repetition, the obtained data was kept in a secured file. The findings established that favourable parental attitudes towards alcoholism lead to drug and alcohol abuse. The history of family drug abuse and marital conflict contribute to drug and alcohol abuse. The findings also revealed mass media increases alcohol and drug awareness and keeping away individual from the drug-using peers decreases drug and alcohol use problem. The results show that family members motivate a person to change their behaviour and also family members provide professional speakers to enhance the recovery process. Engaging in professional treatment programs, such as inpatient or outpatient rehabilitation, therapy, or counselling provide individuals with the necessary tools and strategies to manage their addiction. The study concludes that there is substantial impact of family environment on an individual's susceptibility to alcohol and drug abuse. Factors such as parental substance use, family cohesion, communication, and parenting styles play pivotal roles in shaping an individual's risk or resilience to substance abuse. The family environment plays a significant role in shaping an individual's risk of alcohol and drug abuse. The study recommends maintainance of open and non-judgmental communication within the family members about the risks and consequences of alcohol and drug use. Encouraging them to share their concerns and experiences in relation to alcohol and drug abuse. Policy interventions that are family oriented will be pivotal in mitigating alcohol and drug use.
Exploring The Relationship between Remedial Instructions and Grade Three Learner’s Reading Abilities in Public Primary Schools in Ruaraka Nairobi City County, Kenya
(Kenyatta University, 2024) Masaba, David Mulama; Muthee, Jessina
Research has shown that a substantial number of school-age children experienced significant difficulties in learning how to read. Despite numerous interventions implemented in many Western countries to address this issue, children in Sub-Saharan Africa, such as Kenya, continued to struggle with poor reading capabilities. Specifically, the research focused on the influence of remedial instructions in addressing reading disabilities among grade three learners in Ruaraka, Nairobi County. The study was based on the Communicative Language Teaching Theory. A descriptive survey research design, employing a mixed-method research approach, was utilized. The research targeted 1,023 grade three learners, 12 head teachers, and 24 teachers within 12 primary schools in the Ruaraka sub-county. Purposive sampling was employed to select 5 schools with known interventions for learners with reading difficulties. Grade three learners were selected using the census method, while two teachers and one head teacher were conveniently sampled from each school. Data collection involved using questionnaires for grade three teachers, interview guides for head teachers, and the Kenya National Examinations Council (KNEC) test for grade three learners. Quantitative data were analyzed using frequency distribution, percentages, chi-square, and correlations with the assistance of Statistical Package for Social Sciences (v23). Qualitative data were analyzed thematically, adhering to all ethical guidelines throughout the research process. The findings revealed that Remedial Teaching, while promising, did not exhibit a statistically significant impacton reading performance. The study concludes that selecting the right intervention strategy when seeking to improve the reading abilities of grade three students. The study recommends that a rigorous and detailed investigation be undertaken to discern the specific strengths and weaknesses of Remedial Teaching as an intervention strategy. This in-depth analysis can provide valuable insights into its efficacy in addressing reading disabilities.
Public Support Grants and their Influence on the Development of Early Childhood Programmes in Tharaka Nithi County, Kenya
(Kenyatta University, 2023-11) Ngari, Catherine M.; Rachel W. Kamau-Kang'ethe; Wanjohi Githinji
The purpose of this study was to investigate the contributions of Grants and the development of carly childhood programs in Meru South Sub County, Tharaka Nithi County. This study was therefore carried out as an evaluation that was aimed at cstablishing whether Grants had an impact on the development of physical facilities, the provision of instructional and plays materials, and the terms of service and motivation of ECDE teachers in Meru South Sub County, Tharaka Nithi County. The study was guided by system theory of organization development. This study employed a descriptive survey design. The study’s target population was all the ECDE teachers, head teachers and county ECDE officers within Meru South Sub County. Stratified random sampling was used to sample 36 ECDE centers from the six zones in the Sub County. A total of 49 ECDE teachers, 34 school head teachers and 3 county ECDE officers participated in this study.This study relied on both primary and secondary sources of data. The primary data was collected through questionnaires and an observation checklist. The researcher used the "drop and pick" method in collecting the data from the respondents. The secondary data was collected from archival data that was obtained from the county ECDE office in Meru South sub-county registers and ECDE statistical return books. Before the actual data collection, the questionnaires were piloted on a selected sample similar to that of the study in order to ensure the validity of the instruments. In this study, both qualitative and quantitative data were collected. Quantitative data from close-ended items were descriptively analysed using Statistical Package for Social Science (SPSS version 26.0). Descriptive statistics played a significant role in the presentation and interpretation of the analysed data. The analysed quantitative data were presented using figures and tables.Qualitative data on the other hand was analysed by organizing data with similar content into sub-themes and themes as per the objectives of the study. Findings revealed that the amount of Grants received by the ECDE centres was inadequate to cater for many demanding activities that require finances. Classrooms were still in bad conditions in more than half of the ECDE centres under the study. However, there was an improvement in projects such as construction of new classrooms, repair of floors, sitting facilities and classroom renovations after the implementation of Grants funding. It was observed that sanitation facilities such as toilets/latrines for the children were in bad state in most ECDE centres under study. Teaching and learning materials were adequate because Grants fund was sufficiently utilized for their purchase. However, play materials were not adequate while some were totally missing in more than half of the ECDE centres. The major impediments to Grants funding include limited funds, high increasing number of children, random location of ECDE centres, lack of sensitization, lack of quality monitoring, poor catering of feeder schools and unclear policies. The study concluded that the disbursed funds were inadequate and were not released on time to the schools. The study recommended that the Kenyan government should make sure that the ECDE centers receive the Grants in a sufficient amount of time.
Phonological Awareness and Literacy Development among Preschool Children at Risk for Speech Disorders in Kiambu County, Kenya
(Kenyatta University, 2023-12) Ngugi, Janet Wangui; Mathew Karia
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