Effects of dyslexia on dropout rates among pupils in public primary schools in Gachoka Division Embu County, Kenya

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dc.contributor.advisorLillian Boiten_US
dc.contributor.authorKasusya, Keziah Kavengi K.
dc.date.accessioned2024-02-20T05:48:30Z
dc.date.available2024-02-20T05:48:30Z
dc.date.issued2023-06
dc.descriptionA research project submitted in partial fulfillment of the requirements for the award of the degree of masters of education (educational administration) in the school of education and lifelong learning of Kenyatta University, June, 2023en_US
dc.description.abstractMany learners struggle to achieve success in their academic work but eventually drop out of school as a result of the difficulty with reading. Teachers also have a tough time identifying and teaching dyslexic learners. This study examined the aspect of teaching learners with dyslexia to reduce dropouts in public primary schools in Gachoka Division, Embu County, Kenya. The study particularly sought to determine if the number of learners in a class affected the instruction of dyslexic learners. Besides, the study aimed to identify materials that could facilitate successful education of dyslexic learners in public primary schools. The study also explored the administrative mechanisms employed in public primary schools to enhance learning process of dyslexic learners. The research was conducted using a survey design. Schools were chosen using a purposive selection approach, while teachers and headteachers were gathered via the use of a questionnaire, while the responses from Curriculum Support Officers were gathered through interview schedules. Bloom's theory of learning levels served as a guide for the research. A total of 44 schools in Gachoka Division were targeted, with a total of 426 teachers, 44 headteachers, and two Curriculum Support Officers participating. In order to determine the reliability and validity of the instruments, the researcher conducted a pilot study in three schools prior to conducting the real study. The information obtained was analysed using both quantitative and qualitative methodologies. Qualitative data was discussed in terms of distinct themes while quantitative data was analysed using statistical software to produce frequency distribution tables and charts. The research received responses from 89.5 percent of the 86 people who participated in the study. The study found that between 8 and 20 percent of learners in Gachoka Division schools had dyslexia. Besides, the study found that all headteachers and 56 percent of the teachers who took part in the survey were aware of dyslexia. On the contrary, the study revealed that the vast majority of parents were completely uninformed of dyslexia. Furthermore, according to the findings of the survey, around 27 percent of teachers had not attended any special needs courses that would have prepared them to handle learners who had dyslexia. This might have had an influence on their confidence, since almost 20 percent of the teachers reported that they were not confident in their ability to deal with the various instances of dyslexia that they encountered.The researcher suggests that teachers get increased in-service training and attend workshops to increase their confidence and competence to deal with dyslexia. Resources should also be made available to assist schools in the Gachoka Division in improving their ability to deal with learners who have dyslexia.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27655
dc.language.isoenen_US
dc.publisherKenyatta universityen_US
dc.subjectdyslexiaen_US
dc.subjectdropout ratesen_US
dc.subjectpublic primary schoolsen_US
dc.subjectGachoka Divisionen_US
dc.subjectEmbu Countyen_US
dc.subjectKenyaen_US
dc.titleEffects of dyslexia on dropout rates among pupils in public primary schools in Gachoka Division Embu County, Kenyaen_US
dc.typeThesisen_US
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