TEACHERS' PERCEPTIONS OF STRATEGIES AS A DETERMINANT OF ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG PRIMARY SCHOOL LEARNERS WITH HEARING LOSS IN MERU AND THARAKA-NITHI COUNTIES, KENYA

Eunice Kagwiria Murungi, Beatrice Bunyasi Awori, Francisca Irangi Wamocho

Abstract


Education is a fundamental human right that contributes significantly to economic productivity and the development of a society. Learners with hearing loss commonly fall behind their typically developing classmates academically, and mathematics is one of the areas where they struggle to learn. If appropriately taught, research indicates that learners with hearing loss could be just as competent as their typically developing peers. This study sought to explore how teachers perceived to be the role of choice of teaching strategy on academic achievement in mathematics among primary school learners with hearing loss in Meru and Tharaka-Nithi Counties, Kenya. The study was guided by the Brunner Theory of Instruction (1996). It adopted a descriptive research design. The study targeted 215 learners with hearing loss. Additionally, the head teachers of the two schools and grade four, five, and six teachers teaching mathematics were also targeted. It utilized purposive, stratified, and random sampling techniques. A total of 78 respondents were sampled. The main tools of data collection were questionnaires, an interview schedule, and an observation schedule for data collection. Both qualitative and quantitative data were collected. Quantitative data were analysed and reported descriptively with the aid of Statistical Packages for Social Sciences, version 26. The qualitative data were analysed thematically and presented in the form of narratives. The findings show that teachers used various teaching strategies, such as lecturer-based teaching, demonstration and modelling, problem-solving approaches, and interactive teaching. They, however, failed to differentiate instructions to fit the learning needs of learners with hearing loss. Given that they have been demonstrated to be the most successful in improving subject acquisition and retention, the study recommends that teachers of mathematics prioritize group discussions, use of concrete materials, scaffolding, task analyses, peer teaching, and the implementation of IEP as essential strategies in their mathematics instruction for learners with hearing loss.

 

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inclusive education, teachers’ attitudes, job satisfaction, teachers’ burnout

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References


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DOI: http://dx.doi.org/10.46827/ejse.v11i2.5943

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