Teachers' application of individualized educational programme on low academic performing learners aged 6 to 8 years in Loitokitok district, Kajiado
Loading...
Date
2014-11-03
Authors
Njaru, Harrison Mbogo
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
An Individualized Educational Programme (lEP) approach seeks to discourage teaching that is
based on criteria of averages simply because some learners will inevitably fall behind while
others will be ahead in class work. Curriculum managers must always endeavor to take into
consideration the different abilities and needs of the learners. Therefore curriculum must be
capable of being adapted, differentiated, accommodated and modified to meet the diverse needs
of all learners. Accessible and flexible curriculum is key to creating schools that meet the needs
of all learners. This study intends to determine the performance of learners, by exploring the
teachers' knowledge and use of IEP, other new strategies teachers use to mitigate the low
performance, the effect ofIEP on learners' academic achievement and the contribution of IEP on
teacher-parent relationship on academic achievement. The study problem hinges on IEP that can
differentiate, adapt, accommodate, and modify the curriculum to suit the diverse abilities and
potential of all learners. The purpose of the study is to establish the teacher's application of IEP
on academic achievement of low academic performing early childhood learners in lower primary
schools emphasizing on learners' educational needs. The study will provide answers to the
problems of low academic performing learners, additional evidence on the positive impact of
using IEP to reveal factors that may contribute to an effective use of IEP. Teachers should be
concerned because research study shows that approximately 10% of high IQ learners read two or
three more years below grade level and 2% - 10% of all learners in gifted programmes have
learning difficulties. Guided by the Maslow's "theory of motivation, the study will endeavor to
establish how IEP can motivate the learners to enable them to aspire for higher academic
achievement. The study will employ exploratory research survey design where pretest and posttest
done by sampled subjects before IEP is introduced and after three months academic duration
to establish the level of academic achievement. The study will be done in Loitokitok District of
Kajiado County where the learning level in lower primary schools are low with one out of five
class three learners being unable to do class two work. The pilot study will be conducted in one
primary school where ten learners will be sampled purposively. Pilot study will ensure validity
and reliability of the study instruments. The sample size will be eleven primary schools, three
hundred learners, forty four teachers and three hundred parents all purposively sampled. Data
will be collected through exploring learner's portfolios, continuous assessment tests and
examinations at the end of academic period and questionnaires. The quantitative data from the
tests and examinations which will involve scoring the learners' ability will be analyzed using
descriptive statistics, namely; frequency distribution, means and percentages while qualitative
data collected from the learner's demography and questionnaires will be presented using pie
charts, bar graphs and frequency distribution tables. It is expected that low learners taught using
IEP will show greater high academic achievement compared to those taught using conventional
normal mode of teaching.
Description
Thesis submitted in partial fulfillment of the requirements for award of the Degree of Master of
Education in Early Childhood Studies, in the School of Education, Kenyatta University. 2016