Instruction and Assessment Accommodations as Predictors of Academic Achievement of Learners with Physical Disabilities in Southern Province and Kigali City, Rwanda
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Date
2020-10
Authors
Mutezigaju, Flora
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of this study was to determine the degree to which instruction and assessment accommodations predict academic achievement of learners with Physical Disabilities in inclusive primary schools in Southern Province and Kigali City, Rwanda. Specifically, the study sought to establish the academic achievement of learners with Physical Disabilities in inclusive primary schools, establish the relationship between adapted curricula, adapted instructional materials/ facilities, instructional methods, assessment accommodations and academic achievement of learners with Physical Disabilities. Anchored by the Social Model of disability theory, the study adopted a correlational research design. The target population involved 36 headteachers, 437 primary school teachers, 109 learners with Physical Disabilities and 2 National heads of departments at Rwanda Education Board. A sample of 11 head teachers, 66 teachers, 55 learners with PD and 2 National heads of departments at Rwanda Education Board was used. Purposive sampling technique was used to select schools, headteachers, learners with PD and National Heads of departments. Stratified sampling technique was used to select teachers. Questionnaires were used for teachers and headteachers, Focus Group Discussions for learners with PD, Interview Guide for National Heads of departments, Lesson Observation Schedule, and Document Analysis Guide. Expert judgment and Split Half technique were used to test instruments’ validity and reliability respectively. Descriptive statistics were used to describe instruction and assessment accommodations and Pearson’s Product Moment Correlation Co-efficient was used to establish the relationship between variables. ANOVA was used to establish the difference in the academic achievement of learners with PD based on the type of schools. Finally, Multiple Regression analysis was used to measure the quality of the prediction of academic achievement of learners with Physical Disabilities. Qualitative data were analyzed using a thematic approach and verbatim reporting. Results revealed that there was strong evidence of poor academic achievement of learners with PD in Primary Leaving National Examinations. Results further revealed that there was a significant difference in the academic achievement of learners with PD based on the type of the schools they attended (F (92.63) =11.84, p= .001).The study found that all instruction accommodations were good predictors of academic achievement of learners with PD (Use of adapted curriculum, (r (64) =.475, p= .001), availability and use of adapted instructional materials/ facilities, (r (64) =.843, p=.001), use of recommended instructional methods (r (64) =.589, p= .001)). The study further established that all assessment accommodations were powerful predictors of academic achievement of learners with PD (provision of extra time (r (64) =.707, p=.001), provision of rest break, (r (64) =.246, p=.047), provision of special venue (r (64) =.481, p=.001), and provision of scribes (r (64) =.731, p=.001). The study recommended an increase in the budget for the provision of adapted instructional materials. Teachers should be trained on curriculum adaptations and teaching methodologies. Setting and marking of examination should be re-evaluated by Rwanda Education Board.
Description
A Research Thesis Submitted In Partial Fulfilment of the Degree of Doctor of Philosophy in the School of Education (Early Childhood and Special Needs Education) of Kenyatta University. October, 2020
Keywords
Instruction, Assessment Accommodations, Predictors of Academic Achievement, Learners with Physical Disabilities, Southern Province, Kigali City, Rwanda