Factors Influencing Performance in Mathematics among Learners with low Vision in Integrated Public Primary Schools in Nairobi County, Kenya
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Date
2013-10-18
Authors
Wairimu, Gachau Mary
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Abstract
The purpose of this study was to investigate performance in Mathematics among learners
with low vision in integrated public primary schools in Nairobi County. 'The study
adopted a descriptive research design and survey methods. The researcher targeted
learners with low vision without other disabilities in classes 4 to 8, their teachers of
Mathematics, deputy headteachers and head teachers as the respondents in order to gather
information for the study. Two questionnaires, an interview guide and two observational
checklists were used to collect information. Test-retest method was used to ascertain the
reliability of the research instruments. The quantitative data was analyzed using means,
standard deviations, frequencies and percentages. The results for the analysis were then
presented using tables, piechart and graphs to identify variable frequencies, averages or
ranges in the data extracted from the survey instruments. Qualitative data was
summarized in narrative form. The findings of study were that low vision learners had a
negative attitude towards Mathematics which did not differ across gender. The study
established that the major reasons that make learners with low vision dislike Mathematics
were: lack of motivation, negative attitude due to peer influence, teachers of Mathematics
not using appropriate teaching/learning materials and family problems. Majority of
learners used mounted 'spectacles magnifiers when studying Mathematics. However, in
the two selected schools, very few environmental modifications were done. The
classrooms had adapted desks and learners were given preferential seats although the
classrooms were congested with 48 to 55 pupils per class. Teachers of Mathematics were
observed spending very little time interacting with learners regarding individual attention
and encouraging them to succeed in Mathematics. On the basis of these findings, the
study recommended that the Kenya government through the MaE, NOOs and parents to
give priority towards the provision of adequate instructional materials for teaching and
teachers should be in-serviced in the, use of individualized education programme. The
researcher also recommended that, a 'fund be set aside for mod ifying the environment by
the government and be increased in all integrated public primary schools. Teachers
should also be motivated to concentrate on assisting learners vith low vision to make use
of their private time.
Description
Masters in Education-Department of Special Needs Education, 107p.April 2013. LC 3965 .K4G3