Instructional Resources Effects on English Performance among Learners with Learning Disabilities in Standard Five in Murang’a County, Kenya
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Date
2025-11
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Kenyatta University
Abstract
The increase in the number of slow learners and children with learning disabilities in schools in Africa has become a major issue and concern. In Murang’a County, not much attention has been given to the areas of special needs education, especially the education of learners with learning disabilities. The purpose of this study was to assess the impact of teaching/learning resources on English performance among learners with learning disabilities in Standard Five in Murang’a County. The objectives of this study were to: establish the prevalence of learning disability among standard 5 learners; determine types of teaching/ learning resources, establish the performance in English, establish the adequacy of teaching/learning resources, and determine the organization of teaching/learning resources in the classroom for learners with LD in Kandara Sub-County in Murang’a County. The study was guided by the sensory stimulation theory. The study was based on a descriptive survey design. The study targeted 630 respondents, comprised of 60 head teachers, 70 English teachers in standard five and 500 standard five learners. A sample size of 70 respondents, comprising of 10 head teachers, 20 teachers teaching English, was obtained through the use of purposive sampling and 50 standard five learners were selected using the simple random sampling technique. Questionnaires, a lesson observation schedule and a screening tool checklist were used to collect data. Piloting of instruments was done in one school within the same locality and was not included in the study. Content validity was determined by employing the expertise of the researcher’s supervisors at the department, while reliability was determined through the test-retest method and correlation coefficient of 0.79 was obtained. Quantitative data was coded and keyed in the computer for analysis using the Statistical Package for Social Sciences (version 25.0). Quantitative data were analyzed using frequencies and percentages and the findings were presented using tables and figures. Qualitative were analyzed using the content analysis method and presented through narratives and texts as per the objectives. The findings revealed that out of the 37 learners exhibiting Learning Disability-related characteristics, the majority had problems with sentence structure, writing mechanics and organizing written work, difficulty memorizing information, having a short span, impulsivity and difficulty manipulating focus, a lack of social skills, misreading or miscopying information, and learning information presented in one way but not in another. Only one school had graphic organizers, two had computers, and another two had projection screens. However, charts and texts were available in seven schools. All teachers agreed that they used books as teaching and learning resources for the English language. The study concluded that the main challenge in using teaching/learning resources for learners with LDs as teacher incompetence rather than inadequacy or inappropriateness of resources. The study recommended that the Ministry of Education should provide school administrators and educators with support structures and training in features that make inclusive education work. The school managers should coordinate and enhance collaboration between special teachers and regular teachers for effective use of teaching/learning resources
Description
A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of Masters Degree in the Department of Early Childhood and Special Needs Education, School of Education, Kenyatta University, November, 2025
Supervisor:
1.Jessina Muthee
2.Chomba Munyi