Flipped Classroom Learning Influence on Mathematics Performance Among Learners in Thika High School for the Visually Impaired, Kiambu County, Kenya
| dc.contributor.author | Ncekei, Jackline | |
| dc.date.accessioned | 2026-02-27T07:59:01Z | |
| dc.date.available | 2026-02-27T07:59:01Z | |
| dc.date.issued | 2025-12 | |
| dc.description | Research Thesis Submitted in Partial Fulfilment of the Requirements for Award of the Degree of Master of Education (Special Needs Education) in the School of Education at Kenyatta University, December 2025. Supervisors 1. Dr. M. W. Murugami-Department of Early Childhood and Special Needs Education Kenyatta University 2. Dr. Becky Isanda-Department of Early Childhood and Special Needs Education, Kenyatta University. | |
| dc.description.abstract | Learners with visual impairment have continued to perform dismally in mathematics for the past decade. Despite the emerging teaching strategies that are learner-centered teachers predominantly utilize direct instruction methods when teaching mathematics. As learning technologies advance, new pedagogical strategies have developed to improve learners’ performance. The purpose of this study was to establish the flipped classroom learning influence on Mathematics performance among learners with visual impairment (VI). The study objectives were to: assess the teaching strategies used in teaching Mathematics to learners with VI, Explore the flipped classroom learning activities suitable for teaching Mathematics to learners with VI, Investigate the effectiveness of flipped classroom learning activities on performance in Mathematics, and Establish the challenges experienced when using flipped classroom learning strategy in learning Mathematics. The study was guided by the meaningful learning theory. The study adopted the quasi-experimental study design enriched with descriptive. The study targeted all form two learners with visual impairment. Purposive, stratified and simple random sampling techniques guided selection of sample size. The data collection instrument used were; classroom observation schedules, interview schedule and pre-test and post-test. Pilot study was done at St. Lucy’s high school for the VI. The quantitative data was analysed and presented inform of descriptive statistics and inferential statistics, using Statistical Package of Social Science, version 22. The main findings were; FCL helped learners with VI to learn independently and creatively, thus encouraging them to develop critical thinking skills; FCL is an effective teaching strategy that helped improve academic achievement of learners with VI by raising levels of involvement and access to instructional content and resources. Based on the study findings, the study commended that, The KICD to design a curriculum to allocate more time for Mathematics lesson and schedule training programs for mathematics teachers to expose them to different emerging teaching strategies such as FCL | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32593 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Flipped Classroom Learning Influence on Mathematics Performance Among Learners in Thika High School for the Visually Impaired, Kiambu County, Kenya | |
| dc.type | Thesis |