Factors Influencing Academic Performance of Learners with Visual Impairment in Inclusive Primary Schools in Uriri Sub-County, Migori County, Kenya

Abstract

Learners with Visual Impairment have varied nature of difficulties that require special attention in curriculum implementation if they have to achieve good academic performance. These learners require comprehensive educational programs such as individualized techniques and services, appropriate assessment and instructional adaptation that enable them to complete current and future tasks in the school, home, workplace and community. Academic performance of learners with visual impairment is measured through examination (KCPE) in inclusive primary schools in Uriri sub - county. The poor performance has raised concern and effort has to be made to find out factors leading to this problem. Therefore, the purpose of this study was to find out factors influencing academic performance of learners with visual impairment in inclusive primary schools in Uriri sub-county, Migori County, Kenya. Objectives of the study were to determine the influence of teachers’ and parents’ attitude on academic performance of learners with visual impairment. The research hypotheses were drawn from the objectives of the study. The study adopted a descriptive survey research design. Saturated and purposive sampling techniques were used to select 3 head teachers, 28 teachers and 23 parents, giving a study population of 54 respondents. Piloting was done in one of the integrated public primary schools in Rongo sub-county to establish the reliability of the instruments where 1 head teacher 4 teachers and 3 parents were used in piloting. Internal consistency reliability coefficient was used to determine reliability of the instruments. Cronbach’s reliability coefficient of above 0.70 was obtained for teacher’s and parent’s questionnaire, hence was considered reliable. Validity was determined by the supervisors and lecturers from the department of Educational Psychology, Rongo University. The analysis of the data was performed using Statistical Package for the Social Sciences (SPSS) version 20. Quantitative data was collected using a questionnaire. Qualitative data was collected using interview schedule. The quantitative data obtained was analyzed using percentages, means, standard deviation, weighted averages, Pearson’s correlation, and binary logistics regression while qualitative data was coded, transcribed and organized thematically. Lev. Vygotsky social cultural theory was applied. The theory considers the society and its culture as the main source of child’s development. Ethics was observed during both data collection and reporting of findings. The study established that; teacher attitude had a positive moderate significant influence (r= .537, p< .05), parent’s attitude had a positive weak influence which was not statistically significant (r= .243, p< .05) on academic performance of learners with visual impairment. Based on the odds ratio, teachers’ attitude had an odds ratio of 3.337, and parental attitude had the least odd ratio of 1.5. This implied that teachers attitude had the greatest influence on the performance of learners with visual impairment. Parental attitude had the least influence which was not statistically significant. The study therefore concluded that teachers’ attitude is the key driver of the performance of learners with visual impairment and parents’ attitude towards learners with visual impairment should be enhanced as reflected by the ratings. The study is significant to education policy makers, planners and implementers on how to organize seminars and workshops on attitude change, will help teachers and other stakeholders change their attitude towards learners with visual impairment and lastly give baseline to other researchers to carry out further research on the same topic. Based on the study findings it is recommended that teachers and parents of learners with visual impairment be encouraged to be more positive and closer to the children.