Influence of Teacher-Student Relationships on Academic Performance of Learners with Learning Disabilities in Nairobi County, Kenya

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dc.contributor.authorAkinyi, Melvine Elizabeth
dc.contributor.authorMuthee, Jessina
dc.contributor.authorNzoka, Stephen
dc.date.accessioned2024-04-19T13:24:27Z
dc.date.available2024-04-19T13:24:27Z
dc.date.issued2024
dc.descriptionArticleen_US
dc.description.abstractThis 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.en_US
dc.identifier.citationAkinyi, 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).en_US
dc.identifier.urihttps://oapub.org/edu/index.php/ejse/article/view/5290/7922
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27823
dc.language.isoenen_US
dc.publisherEJSEen_US
dc.subjectacademic performanceen_US
dc.subjectlearning disabilityen_US
dc.subjectteacher-student relationshipsen_US
dc.subjectregular primary schoolsen_US
dc.subjectregular primary schoolsen_US
dc.titleInfluence of Teacher-Student Relationships on Academic Performance of Learners with Learning Disabilities in Nairobi County, Kenyaen_US
dc.typeArticleen_US
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