Analysis of instructional strategies enhancing academic performance among learners with emotional and behaviour disorders in primary schools, Kandara Sub-County, Murang' a County, Kenya
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Date
2015-10
Authors
Muhoro, Stephen Gachoka
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The study sought to make an inquiry of instructional strategies used by
teachers to enhance. academic performance among learners with EBD in
primary schools, Kandara Sub-county, Kenya. A descriptive survey design
was used for the study in regular primary schools in Kandara Sub-county
Kenya. The target population included the head teachers, Teacher cousellors
and class six teachers. The sample size constituted 15 headteachers 15 teachers
counsellors, 15 class teachers to make a total of 45 subjects from the target
population of266 persons. Interview guide, questionnaire and a checklist were
used to collect data from the subjects. Observation schedules were also used to
establish teaching and learning resources that teachers used. Pilot study was
done in Ngurwe-ini Primary school to help determine validity and reliability
of the instruments. Data were analyzed using description statistics where the
mean, standard deviation, percentages and frequency distribution were used to
describe the variables using the statistical package for social sciences (SPSS)
version 21. The study findings revealed that; instructional strategies enhanced
learning. Also, behavior characteristics hinder learning among learners with
EBD. Majority of the teachers interviewed had O-Level certificate as their
highest academic level, few had diploma and degrees. Most schools use
textbooks as a major resource and ICT has not been integrated. The study
recommended that schools should embrace use of ICT as an instructional
strategy when teaching learners with EBD.
Description
A research thesis submitted in partial fulfillment for the degree of master of education (special needs education) in the school of Education of Kenyatta University. October,2015