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dc.contributor.authorKathare, Nabea Mpanda
dc.date.accessioned2021-02-02T12:14:01Z
dc.date.available2021-02-02T12:14:01Z
dc.date.issued2020-08
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21324
dc.descriptionA Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education (Special Needs Education) in the School of Education of Kenyatta University, Kenya, August, 2020en_US
dc.description.abstractThe purpose of the study was to establish the impact of teaching methods on academic performance of learners with hearing impairment in Mathematics in Igembe District, Meru County, Kenya. The study was based on Burhus Fredric Skinner‟s theory of motivation in learning. The argument here was that learner‟s motivation to undertake a task depends on expected rewards that is, achievements in accomplishment of task. This study will adopt a descriptive survey design which will allow the researcher to gather, summarize, present and interpret the information /data for the purpose of clarification. The location of the study was Igembe District of Meru County, Kenya. The target population of this study was Head teachers, Teachers teaching mathematics to hearing impaired learners and Quality assurance and standard officers in Igembe District. A sample of 53% of accessible population was purposively sampled for this study. The researcher used three (3) types of research instruments to collect data, these are, questionnaires, interview guides, and observation checklists. The research instruments were constructed based on the objectives of the study. The researcher applied test-retest method during the piloting stage to establish reliability. This was carried out in one special unit of Tigania District which will be purposively sampled to ensure validity of the research instruments. They were developed with consultation of fellow post graduate students and my supervisors. The data gathered from the field was sorted out, coded and analyzed in form of table, charts, frequencies, percentages and texts. The researcher obtained research permission from national commission for science, technology and innovation through, The Dean, graduate school, Kenyatta University before administering the research instruments in the field. The researcher made preliminary visit to the respondents and discussed the relevance of the intended study. Issues of informed consent and respect of the respondents were also discussed. The study established that the use of varied teaching methods enhances academic performance of learners with hearing impairment in mathematics. The study also found out that total communication and sign language are the main modes of communication used by the teachers while teaching mathematics to learners with hearing impairments. The study also established that effective communication, availability of learning/teaching resources, effective teacher training and student attitude impact on academic performance of mathematics by learners with hearing impairments in special schools and units in Igembe District. The study also found out that interactive teacher – learner teaching/learning such as personalized teaching and interactive learner – learner teaching/learning such as peer tutoring are used by the teachers to alleviate specific mathematic difficulties in learners.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTeaching Methodsen_US
dc.subjectAcademic Performanceen_US
dc.subjectMathematicsen_US
dc.subjectHearing Impairmenten_US
dc.subjectMeru Countyen_US
dc.subjectKenyaen_US
dc.titleEffect of Teaching Methods on Academic Performance in Mathematics Among Learners with Hearing Impairment in Meru County, Kenyaen_US
dc.typeThesisen_US


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