Factors influencing learners with hearing impairment poor performance in mathematics in Kenya certificate of primary education examination in Meru County, Kenya
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Date
2016-12
Authors
Muguongo, Grace K.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of the study was to analyze the determinants of poor performance of
learners with hearing impairment in mathematics in Kenya certificate of primary
education examination in Meru County. Despite efforts made by the Ministry of
Education to offer Education to the learners with hearing impairment, these
learners continue to perform poorly in Mathematics in KCPE examination. The
study specifically sought to; examine the teaching strategies used by teachers in the
selected primary schools for Hearing Impaired; determine perceptions of teachers
towards learners with hearing impairment and their education; establish the
auxiliary services offered to learners with HI to be able to benefit from education
. in the selected schools; and lastly identify the resources available to facilitate
education for learners with HI in the selected schools for learners with hearing
impairment in Meru County. The study was carried out in the two primary schools
for learners with hearing impairment. Through purposive sampling, respondents
were selected to respond to the research instruments. The researcher administered
questionnaires and interview guides. The data was analyzed ·using descriptive
statistics which included frequencies, percentages, and categories. The study
established that Mathematics teachers used a combination of more than three
teaching strategies in implementing curriculum among learners with hearing
impairment in primary schools for HI in Meru County. Some of these strategies
included illustrations, demonstrations, group work and question and answers
among others. It was also shown that most mathematics teachers had positive
attitudes towards the learners with hearing impairment. Teachers cared about what
the learners did at school and were very willing to help them both in academic
work and general welfare matters. Provision of auxiliary services including hearing
aids, sign language interpretation, speech therapy, and psychological and medical
support was inadequate. Resources such as trained staff members who were
conversant with sign language, school nurses, library, resource room, classrooms
and assistive devices were inadequately provided. This study recommended that
the government, NGOs, and other stakeholders should offer more to support SE
systems through monetary and material support to ensure that learners with HI are
well empowered by putting in place the necessary resources and facilities to better
their learning.
Description
Research thesis report submitted to the school of education in partial fulfillment for the requirements for the award of the Degree of Master of Education (Special Needs Education) at Kenyatta University. December, 2016