Instructional Strategies and Their Influence on Academic Performance of Learners with Emotional and Behavioural Disorders in Nandi Central Sub-County, Kenya
| dc.contributor.author | Chemaiyo,Caroline | |
| dc.contributor.author | Murugami,Margaret | |
| dc.contributor.author | Otube,Nelly | |
| dc.date.accessioned | 2025-04-15T11:49:51Z | |
| dc.date.available | 2025-04-15T11:49:51Z | |
| dc.date.issued | 2025 | |
| dc.description | article | |
| dc.description.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 ... | |
| dc.identifier.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). | |
| dc.identifier.other | DOI: 10.46827/ejse.v11i1.5810 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29965 | |
| dc.language.iso | en | |
| dc.publisher | EJSER | |
| dc.title | Instructional Strategies and Their Influence on Academic Performance of Learners with Emotional and Behavioural Disorders in Nandi Central Sub-County, Kenya | |
| dc.type | Article |