INTERPLAY BETWEEN PARENT-TEACHER COLLABORATION AND ACADEMIC PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN MIGORI COUNTY, KENYA

Paul Omondi Oduor, Margaret W. Murugami, Franciscah I. Wamocho

Abstract


This study aimed to establish the influence of parent-teacher collaboration on the academic performance of pupils with Learning Disabilities (LD) in public primary schools in Migori County, Kenya. The study adopted a descriptive design. The study was guided by Constructivist Theory developed by Jerome Bruner (1966). The target population was 47 primary schools, 1000 pupils in grade three, 113 parents of pupils with learning disabilities, 47 grade 3 class teachers, and 47 head teachers in Migori County. A simple random sampling technique was used to select the primary schools. Grade three pupils, class teachers, parents, and head teachers were selected using a purposive sampling technique. The sample size consisted of 11 primary schools, 11 grade 3 class teachers, 11 head teachers, 55 grade 3 pupils, and 22 parents. Researcher-constructed questionnaires, pupil rating scales, and test and interview schedules were used to collect data. To establish the validity and reliability of the research instruments, a pilot study was carried out in one primary school in Migori County. The collected data were descriptively analyzed using means, frequencies, and percentages. Pearson product-moment correlation analysis was used to examine the nature of the relationships among the study variables. The results were presented using tables. The data from the interview schedule for the head teachers were analyzed thematically, and the results were incorporated into the quantitative findings. Findings indicated that effective collaboration between parents and teachers significantly enhanced academic performance. The study concluded that there was a positive correlation between parent-teacher collaboration and the academic performance of pupils with LD revealed a positive correlation, emphasizing the significance of collaborative efforts to elevate academic achievement. The study recommended that to strengthen collaborative efforts, it is imperative to foster a deeper partnership between teachers and parents. In a leadership role, head teachers need to take the lead in sensitizing both teachers and parents on the profound significance of parent-teacher collaboration for the academic performance of pupils with LD. Also, teachers and Ministry of Education officials in the county should create time to meet the parents and teachers to sensitize them about LD and their needs to improve the learning outcomes of such learners.

 

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academic performance, learners with learning disability, parental involvement, parent-teacher collaboration

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References


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DOI: http://dx.doi.org/10.46827/ejse.v10i4.5431

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