Influence of Teacher-Student Relationships on Academic Performance of Learners with Learning Disabilities in Nairobi County, Kenya
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Date
2024
Authors
Akinyi, Melvine Elizabeth
Muthee, Jessina
Nzoka, Stephen
Journal Title
Journal ISSN
Volume Title
Publisher
EJSE
Abstract
This study aimed to examine the influence of teacher-student relationships on the
academic performance of learners with learning disabilities in Nairobi County. Systems
theory and Social Cognitive theories were adopted. A descriptive correlational research
design was employed using a mixed research approach. The target population comprised
4 head teachers, 62 teachers, and 1,923 learners with learning disabilities from 4 regular
primary schools in Nairobi City County. Stratified random sampling and simple random
sampling were applied to select the four schools and respondents from each school
respectively. A purposive sampling technique was utilized to choose the head teachers
and teachers from each school. Questionnaires, focus group discussions, interview
guides, and screening tools were used to gather data. Quantitative data collected was
analyzed using descriptive statistical techniques, whereas qualitative was transcribed
and qualitatively analyzed in a thematic approach. A correlation test was done on the
hypotheses to ascertain the relation between independent variables and dependent
variables at a statistical significance of p≤0.05 (p=5%) using Chi-square. Pearson productmoment correlation was computed to measure the strength of the association between
predictors and children’s academic performance variables. Qualitative data analysis
involved transcription and analysis of open-ended questions from research tools using
thematic analysis. Findings showed that all proxies for the teacher-student relationship
except dependency level had a significant p-value (p<0.05) at 95% Confidential Interval.
Statistical statistics from chi-square the correlation between teacher-student relationships
and learners’ academic performance was statistically significant the null hypothesis was
rejected. The study concluded that teacher-student relationships result in improvement
in learners’ academic performance. School policies have no significant relationship with
learners’ academic performance in primary school schools in Nairobi City County. The
study recommended that teachers should deliberately express concerns both about
students’ academic and non-academic life, as this makes the learners with learning
disabilities feel accepted and motivated to improve their academic work.
Description
Article
Keywords
academic performance, learning disability, teacher-student relationships, regular primary schools, regular primary schools
Citation
Akinyi, M. E., Muthee, J., & Nzoka, S. (2024). INFLUENCE OF TEACHER-STUDENT RELATIONSHIPS ON ACADEMIC PERFORMANCE OF LEARNERS WITH LEARNING DISABILITIES IN NAIROBI COUNTY, KENYA. European Journal of Special Education Research, 10(2).