Factors affecting KCPE performance of learners with hearing impairments in special schools in selected counties, Kenya

Abstract

Education for All (EFA) remains a major concern to all 'stakeholders in the field of education worldwide and Kenya in particular. This requires that the learning needs of all pupils be met. However, academic performance in national examination like KCPE continues to negatively affect the quality of education for learners with hearing impairments. Inspite of scholarly attempts to address the cause of this problem having been carried out, the possibility of good KCPE performance of learners with hearing impairments have not received much emphasis. The reason .could be due' to teacher-related factors, iearning environment and pupil-related factors affecting the academic performance. The purpose of this study was therefore to establish factors affecting KCPE performance of learners with hearing impairments. The study was conducted in four selected countries. These were Kuja-Migori, Nyangweso-Homabay, Nyangoma-Siaya and Maseno-Kisumu. The study employed ex-post facto research design and focused on special school teachers, headmaster and classes 7-8 pupils. purposive sampling was used to select the four special schools, teachers' and pupils. Data was collected using three main instruments: headteachers, questionnaires, teacher's interviews and questionnaires, and interview for class seven-eight pupils. Data from field was coded numerically 'and analyzed both qualitatively and quantitatively.. Qualitative analysis involved making inferences from the teachers' and headteachers responses from the open-ended question, interviews and lesson observation scheduled using thematic approach. Quantitative analysis made use of Statistical Package for Social Science (SPSS) to give descriptive statistics such as percentages, frequencies and tabulations. One way Analysis of Variance (ANOVA) was used to determine significant factor affecting KCPE performance of learners with hearing impairments. The study revealed that some teachers did not have knowledge and sill of the fundamental communication approaches, thus it affected their teaching. It was reported in all the four schools that the teachers did not cover the curriculum content before the learners sat for KCPE. A few teachers used appropriate format of teaching' and instructional materials. This contributed to lack of learner's participation in teaching and learning process that could affect their KCPE performance, It was therefore commended that KIE should review the curriculum and instructional materials. The ministry of education should conduct in-serve training on use of instructional materials, the format of teaching and communication approaches. The headteachers could as well organize sign language workshops and lesson presentations at school levels.