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dc.contributor.advisorNjoroge, M.N.
dc.contributor.advisorTumuti, S. T.
dc.contributor.authorMwangi, Lucy Wanjira
dc.date.accessioned2011-11-21T12:54:23Z
dc.date.available2011-11-21T12:54:23Z
dc.date.issued2011-11-21
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/1697
dc.descriptionDepartment of Special Education, 101p The HV 2916.5.M93 2009
dc.description.abstractThe study examined the relationship between home environment and academic performance of' upper primary pupils with hearing impairment in Central Province, Kenya. The study was based on Atkinson's motivation theory. From the literature reviewed, it. was realized that a strong positive correlation between academic performance and home environment existed (Kapila 1976). In addition, a weak correlation between academic motivation and academic performance was also noted in a study by Maundu (1980). A sample of'75 upper primary pupils classes (5,6,7,8) between the ages of fourteen and eighteen were randomly selected from three primary schools for the hearing impaired in Central Province. Survey design was used whereby two questionnaires were used to collect data. The academic achievement motivation questionnaire (SP profile) was used to obtain information on pupils' level of academic achievement motivation. The home environment questionnaire was used to collect information on pupils' home environment. The result of the end of the year 2005 was used as a measure of their academic performance. For data analysis, statistical software, SPSS was utilized. Pearson's product -- moment correlation analysis and two-tailed t-test for mean differences were used to test the hypotheses. The hypotheses were tested at a significant level of 0.05. The findings showed there were no significant relationships between academic achievement motivation and academic performance: The correlation coefficients ranged between (r == 0.077 --0.323). In 70 percent of the respondents, it was found that home environment played a crucial role in determining the academic performance of' children with hearing impairment. Sex was also found to influence their academic motivation and their academic performance: The mean for academic achievement motivation score of boys (X. = 51.70) was higher than that of the girls (X = 51.13). The study, therefore, recommended that parents, teachers and educationists should try to ensure that the children with hearing impairment have favourable home environment in order to achieve success in school.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectHearing impaired children--kenya--Central province
dc.subjectSpecial education--Kenya--central Province
dc.titleRelatioship between home environment, academic achievement motivation and performance for pupils with hearing impairement in central province, Kenyaen_US
dc.typeThesisen_US


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