Factors affecting KCPE performance of learners with hearing impairments in special schools in selected counties, Kenya
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Date
2013-03-20
Authors
Omutsani, Jane Ayiela
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Abstract
Education for All (EFA) remains a major concern to all 'stakeholders in the field of education worldwide and Kenya in particular. This requires that the learning needs of all pupils be met.
However, academic performance in national examination like KCPE continues to negatively
affect the quality of education for learners with hearing impairments. Inspite of scholarly
attempts to address the cause of this problem having been carried out, the possibility of good
KCPE performance of learners with hearing impairments have not received much emphasis. The
reason .could be due' to teacher-related factors, iearning environment and pupil-related factors
affecting the academic performance. The purpose of this study was therefore to establish factors
affecting KCPE performance of learners with hearing impairments. The study was conducted in
four selected countries. These were Kuja-Migori, Nyangweso-Homabay, Nyangoma-Siaya and
Maseno-Kisumu. The study employed ex-post facto research design and focused on special
school teachers, headmaster and classes 7-8 pupils. purposive sampling was used to select the
four special schools, teachers' and pupils. Data was collected using three main instruments: headteachers, questionnaires, teacher's interviews and questionnaires, and interview for class
seven-eight pupils. Data from field was coded numerically 'and analyzed both qualitatively and
quantitatively.. Qualitative analysis involved making inferences from the teachers' and headteachers responses from the open-ended question, interviews and lesson observation
scheduled using thematic approach. Quantitative analysis made use of Statistical Package for
Social Science (SPSS) to give descriptive statistics such as percentages, frequencies and tabulations. One way Analysis of Variance (ANOVA) was used to determine significant factor
affecting KCPE performance of learners with hearing impairments. The study revealed that some
teachers did not have knowledge and sill of the fundamental communication approaches, thus it
affected their teaching. It was reported in all the four schools that the teachers did not cover the
curriculum content before the learners sat for KCPE. A few teachers used appropriate format of
teaching' and instructional materials. This contributed to lack of learner's participation in
teaching and learning process that could affect their KCPE performance, It was therefore
commended that KIE should review the curriculum and instructional materials. The ministry of
education should conduct in-serve training on use of instructional materials, the format of
teaching and communication approaches. The headteachers could as well organize sign language
workshops and lesson presentations at school levels.