The Relationship Between Self-Esteem and Academic Achievement of Girls with Hearing Impairments in Secondary Schools for the Deaf in Kenya
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Date
2010
Authors
Awori, Beatrice Bunyasi
Mugo, John K.
Orodho, John A.
Karugu, G. K.
Journal Title
Journal ISSN
Volume Title
Publisher
American Academy of Special Education Professionals
Abstract
Several factors had been cited as contributing to the perpetually dismal academic
achievement of girls with hearing impairment in Kenya. Personal esteem factors had not
been adequately explored. The study used Carl Roger’s client-centered theory and an Expost facto design. Rosenberg self-esteem scale was used to measure self-esteem
dimensions. School academic scores were used to measure academic achievement. A
sample of fifty-three girls was drawn. Data were collected through questionnaires and
interviews. The results: girls with hearing impairment possessed positive/high self-esteem
but academic achievement was low. It was concluded that girls with hearing impairment
placed more value on relational aspects (grooming), music and dance. They lagged
behind due to lack of specialized technological devices. The study recommended:
teachers to make deliberate use of positive reinforcement; principals to initiate active
collaborations with interested partners; the government to make the curriculum more
flexible and curriculum developers to reconsider curricula adaptation. Kenya National
Examination Council to focus on practical assessment and/or use of sign language
interpreters. The government to increase disability fund and provide opportunities for
capacity building for assistive-devices-technicians. Further research in the area of
teachers’ proficiency in Kenya Sign Language to be conducted.
Description
Research Article
Keywords
Citation
Journal of the American Academy of Special Education Professionals, p38-51 Spr-Sum 2010