Infrastructural and Instructional Determinants of Participation in Physical Education by Primary School Learners with Hearing Impairment in Western Region, Kenya

Abstract

Participation in Physical Education is one way to enable learners with disabilities to realize their aspirations and their academic performance. It is one of the most enjoyable moments a learner can wish for as they get to explore their talents. However, learners with hearing impairment are less privileged to participate in such activities compared to their peers without this condition. There has been a paucity of information on understanding the Infrastructural and Instructional determinants that are likely to hinder these learners’ participation in PE. The purpose of this study was therefore to investigate the infrastructural and instructional determinants of participation in physical education by primary school learners with hearing impairment, Western Region Kenya. The study adopted an analytical survey research design using questionnaires and an observation schedule to collect data. The study involved 195 learners with hearing impairment and 35 physical education teachers accounting for 30% of such category of learners and teachers in the target schools. Purposive sampling was used to sample all the seven head teachers of the primary schools. The collected data were entered into the Statistical Package for Social Sciences (SPSS) version 25.0 and analysed for descriptive statistics such as mean and standard deviations. Qualitative data was grouped into themes and analysed according to the research objectives. Based on regression analysis, there was a significant relationship between the availability of adequate Physical Education infrastructural (p=0.02) and instruction facilities (p=0.018) and participation in physical education by learners with hearing impairment. The suitability of the regression model was confirmed by R2 coefficient of 0.511 (p=0.058). Chi-square test of independence was used to test if there was an association between the learners’ class, age bracket and level of participation in physical education. Findings showed age as one of the demographic characteristics which were not significantly associated with participation in physical education (p=0.789). Teachers’ attitude (β = 0.157; p=0.0384), modes of communication (β = 0.281; p=0.0156), and friendliness of physical education teachers towards learners with hearing impairment (β = 0.334; p=0.0091) stood out as the highest determinant of participation in physical education by the learners. However, the number of sign language interpreters during physical education lessons was the least contributor (β= 0.006; p=0.0973) to the level of participation in physical education. The findings also showed that there was inadequate support infrastructure, estimating the unavailability of physical education facilities in their respective schools at 40% to 100%. The study concludes that the attitude of teachers; modes of communication during PE sessions, and friendliness of Physical Education teachers were the main instructional determinants of participation in physical education by primary school learners with hearing impairment. Therefore, Physical education teachers should be encouraged to further their interpersonal skills and sensitivity to the needs of learners with Hearing Impairment. Schools’ management, parents, and the government through the ministry of education are also encouraged to adopt friendly modes of communication and strategies to facilitate participation in Physical Education by learners with hearing impairment. The study findings have strategic relevance to policymakers and practice in the ministry of education.