Hindrances To Quality Education In Inclusive Setting In Public Primary Schools: A Case Study Of Sabatia South Zone, Sabatia Division Sabatia District

TABLE OF CONTENTS

DECLARATION ................................................................................................ 1

APPROVAL ............................................................•........................................ 11

DEDICA.TION .................................................................................................. iii

ACKNOWLEDGEMENTS .......•.............•.............•.•..............•............................. iv

UST OF TABLES ........................................................................................... viii

UST OF FIGURES .......................................................................................... ix

C:tt~l'1ri:Ft c:tttl: .•••.•..•••••••••••••••••••••••••••.••••••••••••••••••••••••.••.••.•..•••••.•••••••••.•••• lL

1.0 Background of the Study ........................................................................... 1

1.1 Statement of the Problem .......................................................................... 3

1.2 Objectives of the study .............................................................................. 4

1.2.1 General objectives .................................................................................. 4

1.2.2 Specific Objectives ................................................................................. 4

1.3 Research Questions .................................................................................. 4

1. 4 Scope of the study e I I I I I I e I I I I I I I I I I I e I I I I I I e I I I I I I I I I I I e I I I I I I I I I I e e I I I I I I e I I I I I 1 1 1 1 I 1 1 1 1 e e 1 1 1 1 1 1 1 1 e 1 5

1.4.1 Time scope ............................................................................................ 5

1. 4.2 Geographical scope ................................................................................ 5

1.4.3 Subject scope ........................................................................................ 5

1.5 Significance of the Study ........................................................................... 5

C:tt~l'1ri:Ft ~4:) ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ~

Literature Review ........................................................................................... 7

2.0 Introduction .... ......................................................................................... 7

2.1 Elements for analyzing quality education .................................................... 7

2.1.1 The Teaching Staff. ................................................................................ 9

2.1.2 The Physical Facilities ........................................................................... 10

2.1.3 Learners and teachers attitudes ............................................................ 11

2.1. 4 Paren-tal Role ....................................................................................... 12

v

CHA_,-ER THREE •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 13

Methodology ................................................................................................ 13

3.0 Introduction ........................................................................................... 13

3.4 Sample framework .................................................................................. 14

3. 4.1 Sample Size ............................................................................. ............ 14

3. 4.2 Sampling Procedure ............................................................................. 14

3.5 Research Instruments ............................................................................. 15

3.5.1 The Questionnaire Method .................................................................... 15

3.5.2 The Observation Schedules ................................................................... 15

3.6 Data Collection Procedures ...................................................................... 15

3.7 Data Analysis .......................................................................................... 15

3.8 Limitations and Delimitations ................................................................... 16

3.8.1 Limitations ........................................................................................... 16

3.8.2 Delimitations .............. .................. ................................ ........................ 17

CHA_,-ER FOUR •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 18

Presentation and Discussion of Findings ......................................................... 18

4.0 Introduction ........................................................................................... 18

4.1 Demographic Background of the Respondents .......................................... 18

4.1.1 Sex' ....... ..... ... ....................................... .. ...... ........ ...................... .. ....... 18

4.1.2 Age ..................................................................................................... 19

4.1.3 Marital status ....................................................................................... 19

4.1. 4 Education background .......................................................................... 20

4.1.5 Occupation .......................................................................................... 20

4.2 Quality Education .................................................................................... 21

4.2.1 Elements of Analyzing Quality Education ................................................ 21

4.2.2 Parents Visitation .. .. ..................................................................... ........ 22

4.2.3 Attitude of parents to the school ........................................................... 22

4.3 Hindrances to Quality Education .............................................................. 23

4.4 learners and Teachers Attitude towards Quality Education ......................... 24

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APA

MUHONJA, S (2021). Hindrances To Quality Education In Inclusive Setting In Public Primary Schools: A Case Study Of Sabatia South Zone, Sabatia Division Sabatia District. Afribary. Retrieved from https://afribary.com/works/hindrances-to-quality-education-in-inclusive-setting-in-public-primary-schools-a-case-study-of-sabatia-south-zone-sabatia-division-sabatia-district

MLA 8th

MUHONJA, SANGILI "Hindrances To Quality Education In Inclusive Setting In Public Primary Schools: A Case Study Of Sabatia South Zone, Sabatia Division Sabatia District" Afribary. Afribary, 03 Jun. 2021, https://afribary.com/works/hindrances-to-quality-education-in-inclusive-setting-in-public-primary-schools-a-case-study-of-sabatia-south-zone-sabatia-division-sabatia-district. Accessed 20 May. 2024.

MLA7

MUHONJA, SANGILI . "Hindrances To Quality Education In Inclusive Setting In Public Primary Schools: A Case Study Of Sabatia South Zone, Sabatia Division Sabatia District". Afribary, Afribary, 03 Jun. 2021. Web. 20 May. 2024. < https://afribary.com/works/hindrances-to-quality-education-in-inclusive-setting-in-public-primary-schools-a-case-study-of-sabatia-south-zone-sabatia-division-sabatia-district >.

Chicago

MUHONJA, SANGILI . "Hindrances To Quality Education In Inclusive Setting In Public Primary Schools: A Case Study Of Sabatia South Zone, Sabatia Division Sabatia District" Afribary (2021). Accessed May 20, 2024. https://afribary.com/works/hindrances-to-quality-education-in-inclusive-setting-in-public-primary-schools-a-case-study-of-sabatia-south-zone-sabatia-division-sabatia-district