Interplay Between Parent-Teacher Collaboration and Academic Performance of Pupils with Learning Disabilities in Public Primary Schools in Migori County, Kenya
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Date
2024
Authors
Oduor, Paul Omondi
Murugami, Margaret W.
Wamocho, Franciscah I.
Journal Title
Journal ISSN
Volume Title
Publisher
EJSE
Abstract
This study aimed to establish the influence of parent-teacher collaboration on the
academic performance of pupils with Learning Disabilities (LD) in public primary
schools in Migori County, Kenya. The study adopted a descriptive design. The study was
guided by Constructivist Theory developed by Jerome Bruner (1966). The target
population was 47 primary schools, 1000 pupils in grade three, 113 parents of pupils with
learning disabilities, 47 grade 3 class teachers, and 47 head teachers in Migori County. A
simple random sampling technique was used to select the primary schools. Grade three
pupils, class teachers, parents, and head teachers were selected using a purposive
sampling technique. The sample size consisted of 11 primary schools, 11 grade 3 class
teachers, 11 head teachers, 55 grade 3 pupils, and 22 parents. Researcher-constructed
questionnaires, pupil rating scales, and test and interview schedules were used to collect
data. To establish the validity and reliability of the research instruments, a pilot study
was carried out in one primary school in Migori County. The collected data were descriptively analyzed using means, frequencies, and percentages. Pearson productmoment correlation analysis was used to examine the nature of the relationships among
the study variables. The results were presented using tables. The data from the interview
schedule for the head teachers were analyzed thematically, and the results were
incorporated into the quantitative findings. Findings indicated that effective
collaboration between parents and teachers significantly enhanced academic
performance. The study concluded that there was a positive correlation between parentteacher collaboration and the academic performance of pupils with LD revealed a
positive correlation, emphasizing the significance of collaborative efforts to elevate
academic achievement. The study recommended that to strengthen collaborative efforts,
it is imperative to foster a deeper partnership between teachers and parents. In a
leadership role, head teachers need to take the lead in sensitizing both teachers and
parents on the profound significance of parent-teacher collaboration for the academic
performance of pupils with LD. Also, teachers and Ministry of Education officials in the
county should create time to meet the parents and teachers to sensitize them about LD
and their needs to improve the learning outcomes of such learners.
Description
Article
Keywords
academic performance, learners with learning disability, parental involvement, parent-teacher collaboration
Citation
Oduor, P. O., Murugami, M. W., & Wamocho, F. I. (2024). INTERPLAY BETWEEN PARENT-TEACHER COLLABORATION AND ACADEMIC PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN MIGORI COUNTY, KENYA. European Journal of Special Education Research, 10(4).