Perception of factors influencing academic performance ofvisually impaired learners integrated in public primary schools in rongo sub-county, Migori 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 learning environment just like otherlearners with other forms of impairment. The purpose of the study was to investigate factors influencing academic performance of visuallyimpaired learners integrated in Public Primary schools in Rongo Sub-County, Migori County, Kenya. The specific objectives of the study were: to investigate the influence of instructional methods on academic performance of learners with visual impairment; to establish the influence of teachers training on academic performance of learners with visual impairment; to find out the influence of teachers attitude on academic performance of learners with visual impairment and to determine the influence of teaching learning materials on academic performance of learners with visual impairment in RongoSub-County. The study was based on Bandura (1968) Social Cognitive Theory of learning whichoutlines the process of learning as a result of the surrounding environment. The study employed descriptive survey design. The study population included 29 head teachers of public primary schools with integrated program, 40 Special Needs Education (SNE) teachers and5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 Head teachers, 40 SNE teachers and 5 CSOs. To establish reliability of research instruments, a pilot study was carried out on 4 SNE teachers, 3 head teachers and 1 CSO in Uriri sub- County. Using test- retest technique, a reliability index of 0.79 and 0.81was attained for teachers’ and head teachers’ questionnaires respectively. Reliability test for interview schedule was carried out by parallel-form reliability. Content validity of instruments was established by presenting the instruments to expert for confirmation. Quantitative data wasanalyzed using descriptive statisticsof frequencies, percentages and means and Inferential statistics of Pearson Correlation Coefficient and Chi square. Qualitative data wasanalyzed based on emerging themes generated from the study objectives. Data wasanalyzed using the Statistical Package of Social Sciences (SPSS) version 20. Frequency and percentage tables were used to present collected data. The study established that there was significant relationship between instructional methods, teacher training, teachers’ attitudeand teaching learning materials and academic performance all at p <0.05. Therefore all null hypotheses were rejected and it was concluded that all the four factors affect academic performance in Integrated Primary Schools inRongo Sub – County. From the study it was recommended that; there should be varied instructional methods in teaching visually impaired learners; teacher training should be regular through in service to help aid teachers handling visually impaired learners update their skills and knowledge; teacher handling visually impaired learners should work on their attitude to improve 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 conducive working environment to boost teacher morale and adequate teaching and learning resources.