Intellectual development in normal and mentally retarted children in integrated and non-integrated systems of education in Kenya
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Date
2012-06-14
Authors
Kimamo, Charles
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Abstract
This thesis is based on a research varied out among normal children and mentally retarded children of ages 9-11 years in selected Nairobi primary and special schools. The research was based on Piaget's theory of cognitive development. The main purpose of the study was to find out whether mildly mentally retarded children who are integrated in normal primary schools in the conservation of number, length and substance. Other variables that were observed were effects of intelligence and sex on conservation of number, length and substance and also the order of acquisition of the tasks.
Normal children of ages 9-11 who were in standard 4,5 and 6 were first administered Mill Hill vocabulary intelligence test. The scores were divided into three categories, that is highest achievers, moderate achievers and lowest achievers. A random sample of 32 from each category was taken and administered Piagetian tasks of number, length and substance.
For mentally retarded children, records of pupil's psychiatric and psychological assessments were obtained from pupils’ school files to select those who were mildly retarded, who had been in the particular school for at least one year and of ages 9-11. A random sample of 32 was also obtained and administered Piagetian tasks of number, length and substance. The random sample of normal and mildly mentally retarded contained 64 children in total. This small sample was due to the small number of mildly mentally retarded children of ages 9-11. A random sample of 32 of each category was taken and administered piagetian tasks of number, length and substance.
The random sample of normal and mildly mentally retarded contained 64 children in total. This small sample was due to the small number of mildly mentally retarded children of ages 9-11.
This research was carried out between March and June 1991. Data were analysed using Mann-Whitney U test percentages.
Results show that integrated mildly mentally retarded performed better in the three tasks of number, length and substance as compared to non-integrated mildly mentally retarded children. It was found that children who scored highest on Mill Hill vocabulary intelligence test also did better in conservation of number, length and substance as compared to those who had average or lowest on the same I.Q.Test.
Integrated mildly mentally retarded children did as well as non-integrated children who scored lowest on Mill Hill vocabulary I.Q.Test.
There was no significant difference in the conservation scores of normal boys and girls who had averages scores on Mill Hill vocabulary I.Q.Test.
The order of acquisition of number, length length and substance concepts does not come out clearly. However, there was no sufficient evidence to suggest reversibility of the sequences of acquisition of the concepts as it exists in piaget's theory.
In conclusion, the findings reported in the present study tended to support in general way piaget's statements concerning young children's ideas about number, length and substance. For example, the type of responses described by Piaget for all the three stages of conserver, transitional and non-conserver were found present in this study.
Description
A project submitted to the faculty of education in partial fulfillment of the. requirements for the degree of Master of Education at Kenyatta university, December, 1991 The BF 432.5.P5 K5
Keywords
Cognition in children--Kenya//Cognition--testing//Constructivism(Education)//Children--intelligence levels//Children development.