Family Dynamism on Educational Performance of Learners with Hearing Impairments in Selected Primary Schools of Busia County, Kenya
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Date
2024
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Journal of Popular Education in Africa
Abstract
This paper is aimed at discussing family dynamism strategies in promotion of educational
performance of learners with HI in the selected schools in Busia County. The study used Bowen
Family Frameworks Theory (1978). The survey used a descriptive survey research design in
which data were gathered through interviews and structured questionnaires. The schools of study
and teachers were chosen using the purposeful sampling technique. Parents of students with HI
from particular Busia County schools were chosen at random. Key informants included three
teachers from each of the four chosen schools as well as four administrators, one from each of
the schools. The research included 60 participants in total as the target population of the study.
The Statistical Package for Social Sciences (SPSS) version 23 of the statistical software package
was used to analyze the data. Data was presented through frequencies and percentages. The study
found that auditory oral strategy creates comprehension and mastery of spoken words, intonation
and language rules via hearing with minimal degrees of visual support for language. It was also
revealed that teachers spent time and were committed to helping the child and family in the
identification of the child’s strength and needs, the outcomes expected, and the support needed
for the child and family. The study recommended that family dynamism should be encouraged
and parents to form IFSP to support one another to promote educational performance. Adequate
funds should be availed for assessment to enable provision of equipment and trained
professionals for early interventions.
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Citation
Auma, P. A; Bunyasi Awori, B & Wamocho, F. I. (2024). Family Dynamism on Educational Performance of Learners with Hearing Impairments in Selected Primary Schools of Busia County, Kenya. Journal of Popular Education in Africa. 8(9), 94 – 110.