Instructional Strategies and Their Influence on Academic Performance of Learners with Emotional and Behavioural Disorders in Nandi Central Sub-County, Kenya
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Date
2025
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EJSER
Abstract
Some researchers argue that the most difficult learners to teach are those with emotional
behaviour disorders. This is mainly due to the heterogeneous nature of this disability.
Despite this, there exist appropriate research-based strategies to teach such learners. The
main aim of this research was to investigate the strategies used to teach learners with
EBD in the Nandi central sub-county and as well the challenges faced by teachers as they
do so. Public schools should provide programs that enhance the educational and
academic progress of both typically developing learners and those with EBD. Every child
is entitled to free, appropriate education regardless of their disabilities. Academic
performance of pupils with Emotional and Behavioral Disorders (EBDs) in Kenya has
been continuously dismal in both internal and external examinations. They commonly
drop out of school prematurely and are more likely to be imprisoned at some point in
their lifetime. This is because teachers use the same old strategies over and over again.
This was mixed-method research that adopted a descriptive research design. The study
was guided by Jean Piaget's constructivism theory (1995). According to Piaget, learners
construct knowledge through experiences and interactions and not passively through
receiving information. Constructivism motivates students to take an active role in their
education. This is through relating new concepts to their own life experiences. It
advocates for learner-centric approaches. The main tools of data collection in this research ...
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Citation
Chemaiyo, Caroline, Margaret Murugami, and Nelly Otube. "INSTRUCTIONAL STRATEGIES AND THEIR INFLUENCE ON ACADEMIC PERFORMANCE OF LEARNERS WITH EMOTIONAL AND BEHAVIOURAL DISORDERS IN NANDI CENTRAL SUB-COUNTY, KENYA." European Journal of Special Education Research 11.1 (2025).