Factors affecting performance of pupils in Kenya Certificate of Primary Education in special schools for physically disabled in Kenya
Most pupils with physical disabilities enrolled in special primary schools for the physically disabled in Kenya perform below average in total score of the Kenya Certificate of Primary Examination (KCPE). The purpose of this study was to find out factors affecting performance of pupils with physical disabilities in the KCPE. The research design used was survey design. The population of this study was drawn from the five available special primary schools for the physically disabled in Kenya This population comprised head teachers, teachers and pupils in class eight from these schools. A purposive sample was employed to select four schools from the available five. The remaining school was used for piloting purposes. All four head teachers of the primary special schools for the physically disabled were selected in the sample. Twenty eight (28) teachers teaching in upper primary out of a total of ninety teachers found in all the primary special schools for the physically disabled were selected by use of a stratified random sampling technique. A purposive sampling technique was also employed to select fifty three (53) pupils in class eight in the selected special primary schools who were both boys and girls. The total sample size was eighty five (85) subjects. Data was collected by use of a questionnaire. Three sets of questionnaires were prepared; questionnaire for the head teachers, another for the teachers and the other one for the pupils. The questionnaires were piloted by use of a test re-test method. Their reliability was computed by use of Pearson's product moment correlation coefficient. These were sent to the schools with instructions to the respondents on how to fill and return them to the researcher. Collected data was analyzed by use of descriptive analysis whereby frequency tables, percentages and bar graphs were used. The results were analyzed in order to determine the factors affecting high performance of pupils with physical disabilities in primary special schools for the physically disabled in the KCPE in Kenya. The findings of the study indicated that teachers in special primary schools for the physically disabled had low expectations of their pupils' ability to pass highly in the KCPE; also that pupils had various conditions of physical handicaps and each condition had unique needs which needed to be addressed on its own. It was also established that feedback by teachers was adequate and timely. Another finding established that motivation given to pupils and teachers was inadequate. Finally it was also established that there was need to make appropriate modifications to the KCPE to make it suit all the pupils with physical disabilities. On the strengths of the findings it was recommended that the curriculum of pupils with physical disabilities preparing for the KCPE examination be re-examined with an aim of adapting it to suit all the learners and that the KCPE examination itself be adjusted to suit the needs of all learners with physical disabilities sitting for it.