INFLUENCE OF THE ATTITUDE OF TEACHERS ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN PRIMARY SCHOOLS OF RONGO SUB-COUNTY, KENYA
Abstract
Visual impairment has a negative impact on the learner’s ability to learn. In Kenya learners with visual impairment experience problems interacting with the learning environment just like other learners with other forms of impairment. The purpose of the study was to investigate the influence of the Attitude of Teachers on Academic Performance of Visually Impaired Learners in Primary Schools of Rongo Sub-County, Migori County, Kenya. The study was based on Bandura’s (1968) Social Cognitive Theory of learning which outlines the process of learning as a result of the surrounding environment. The study employed a descriptive survey design. The study population included 29 headteachers of public primary schools with the integrated program, 40 Special Needs Education (SNE) Teachers and 5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 headteachers, 40SNEteachers and 5 CSOs. Reliability of research instruments was done through piloting on 4 SNE teachers, 3 headteachers and 1 CSO in UririSub-County. Using the test-retest technique, a reliability index of 0.79 and 0.81 was attained for teachers’ and headteachers’ questionnaires respectively. The reliability test for the interview schedule was carried out by parallel-form reliability. The content validity of instruments was established by presenting the instruments to an expert for confirmation. Quantitative data was analyzed using descriptive statistics of frequencies, percentages and means and Inferential statistics of Pearson Correlation Coefficient and Chi-square. Qualitative data was analyzed based on emerging themes generated from the study objective. Data were analyzed using the Statistical Package of Social Sciences (SPSS) version 22. Frequency and percentage tables were used to present collected data. The study established that there was a significant relationship between teachers’ attitude and teaching learning materials and academic performance at p <0.05. Therefore the null hypothesis was rejected and it was concluded that teachers’ attitude affect academic performance in Integrated Primary Schools in Rongo Sub-County. From the study it was recommended that teachers handling visually impaired learners should work on their attitude to improve the performance of visually impaired learners; teaching and learning materials that are relevant and appropriate should be made available to visually impaired learners in order to aid their academic performance. Research findings will assist in identifying appropriate teaching methods, teacher training, and a conducive working environment to boost teacher morale and adequate teaching and learning resources.
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DOI: http://dx.doi.org/10.46827/ejse.v9i2.4736
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