Constraints encountered by teachers teaching learners with mathematics difficulties in standard eight, Embu East District, Embu County-Kenya

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Mangure, Stephen Ngondi
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Kenyatta University
This study aims at investigating constraints that teachers encounter when teaching learners with learning difficulties and interaction during teaching and learning process. Unless, mathematics constraints encountered by teachers are solved with seriousness it deserves, opportunities that would have been available to improve students' performance will not be realized. Although training through INSET, workshop and seminars have been carried out by the Ministry of Education to develop and help teachers achieve in improving mathematics performance, constraints encountered by teachers have not been addressed. In an attempt to respond to this problem, the Kenya mathematics scholars have carried out many studies in mcrtlrer:rnrt1'Cs 'education: Despite these -strrdies,~' -perfoHnarrce remains poor; This means that the main reason for this poor performance has not been established. It also looks at the attitude teachers have towards learners with mathematic difficulties. Mathematics in schools is an issue which needs to be given greater attention by teachers, parents and society at large because it affects the individual child. This recognition of the subject indicates that mathematics is crucial in achieving the objectives of the 8-4-4 system of education. The study objectives are constraints encountered by teachers when teaching mathematics, instructional methods used by teachers when teaching mathematics, perception of teachers towards learners with mathematics difficulties and how teachers use educational resources during learning process. The study will be carried out in Embu East District, Embu County. This st1J~" 'WTlit'fSedescriptive sun'e)'-and-adopr -bothqt'Caiitative-arrd-('fft"antitative approaches. Both will be used to maximize the strengths and minimize the limitation of each. This study as a target population of 67 schools 80 teachers. Purposive sampling will be used to select teachers. Standard eight in this study is used because KCPE is done by this class and many stakeholders are interested with the results. A sample size of28 schools to represent 42% and 28 teachers representing 35% will be used. Tools to be used to gather data are questionnaires. Piloting will be done in one school and in one day. Validity of the research instrument will be done through expert judgment of academic staff from special education department. Reliability will be measured through test -retest technique and reliability coefficient will be calculated using Spearman's Rank Order Correlation Coefficient (RHO). A significance level of O.75-wfHbe-used.FordataccrHectioo~ research permit frem1heMmistry-of -Edueab'On will be acquired through introduction letter from Kenyatta University In terms of quantitative analysis, the data will be analyzed using descriptive statistics and presented in form of frequency tables, pie charts, percentages and bar graphs. Qualitative-data will-be analyaed.thematically by categorizing the-data into themes in relation to the opinion, views and perceptions of the respondents. TIns method will be used because it is quick and easy when employed in analyzing questionnaires which are the key instruments in data collection for this study. This data will be first coded and entered in SPSS spread sheet and then screened for errors. Lastly, all logistical and ethical consideration will be considered during the study by briefing the participants involved in the study.
Lecturer, Department of Special Needs Education