Educational Assessment Influence A Predictor of Academic Performance among Learners with Visual Impairment in Nairobi County, Kenya
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Date
2024-08
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Kenyatta University
Abstract
The study aimed to establish educational assessment influence on academic performance predictors to learners having visual loss in selected learning institutions in Nairobi County, Kenya. Despite significant advancements in inclusive education policies and practices, the academic performance of learners with Visual Impairment (VI) in Nairobi County, Kenya, remains suboptimal. The study objectives were to determine the assessment instrument's influence on Learners with VI academic performance in designated integrated public primary learning institutions, to investigate the professional qualification influence in the assessment of teachers on Learners with VI academic performance in particular integrated community primary learning institutions; to assess the impact of Braille learners proficiency with the visual loss on their classwork performance in particular integrated community primary learning institutions; and to examine the assistive technology influence employed in the assessing Learners with VI on classwork accomplishment in designated integrated community primary learning institutions. The research assumed an expressive survey design exploiting quantitative techniques. The design was regarded as appropriate for the research as it is anticipated to allow the scholar to analyze, describe, record and present data. The targeted audience was 206 respondents, whereas the sample population would be 68 respondents comprising four head teachers, 31 teachers and 33 Learners with VI. The research was conducted in integrated community primary schools in Nairobi municipality. Purposive sampling was employed to select 31 teachers from the four integrated public primary schools. For the learners with VI, convenience sampling was used to select 33 out of 98 available learners across the four schools. All 4 head teachers from the selected schools were included in the study using purposive sampling. Piloting allowed the researcher to test the clarity, relevance, and comprehensiveness of the questions and items included in the questionnaires and observation checklists. The research employed the use of both qualitative and quantitative techniques of data collection. Quantitative data was analyzed and coded using Statistical Package for social science (SPSS V 23.0). The findings show that the most available instrument is verbal communication, followed by the Tactual model/Braille. Pictures and Real objects were also readily available. Demonstrations, physical prompting, auditory learning media, typed information at imitation, video, and large print were also deployed. The results showed that at least half of teachers had received training on special education; only about a third lacked formal training and had no training on special education. Most of them, followed by teachers with bachelor's degrees, Diploma education had certificate P1, master's degree, and diploma PGDE while only a tiny fraction had PhD qualifications. The results conclude that professional qualification significantly influenced the academic performance of Learners with VI, braille proficiency of teachers significantly influences the academic performance of Learners with VI and ICT integration has improved the quality of assessment in school, thus advancing Learners with VI academic performance. The study recommednded that government needs to put down measures to ensure adequate assessment instruments for the learner and offer the necessary training to teachers on adequately using the instruments. Policymakers and education stakeholders should formulate policies ensuring most teachers receive special education in dealing with learners with VI and other disabilities
Description
A Research Thesis Submitted in Fulfilment of the Requirements for the Award of the Degree of Master of Education (Special Needs Education) in the School of Education and Life-Long Learning of Kenyatta University, August, 2024
Supervisor:
1.Jessina Muthee
2.Alice Olewe