INFLUENCE OF STUTTERING EFFECTS ON EDUCATIONAL ACHIEVEMENT AMONG YOUNG ADOLESCENT LEARNERS WHO STUTTER IN PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA

ABSTRACT Stuttering is a speech disorder characterized by repetitions, prolongations, interjections, hesitations and blocks. The prevalence rate of persons who stutter (PWS) in the World is 1%. Kenya with an estimated 440,000 PWS, of which 16,606 live in Kakamega County. Results from a baseline survey carried in Western Kenya counties between 2010 and 2013 found that Kakamega had 138 Learners Who Stutter (LWS), Vihiga 84, Bungoma 33, and Busia 10. In Kakamega, learners were enrolled in 20 schools. The survey showed most LWS got below 250 marks out of 500 marks. For example, 59 (70.24%) LWS, compared to 785 (34.12%) regular learners who got below 250 marksin classes 6, 7 and 8. Research studies show that low performance was due to stuttering effects such as anxiety, self-stigma, fear, frustrations and embarrassment to the LWS. The influence of these stuttering effects on educational achievement elements such as social interaction, class participation, vocational aspirations and the extent to which they influence academic performance among LWS are unknown. The purpose of this study was to determine influence of stuttering effects on educational achievement among young adolescent LWS. Objectives of study were to; establish extent to which stuttering effects occur among LWS, determine influence of stuttering effects on social interactions among LWS, determine the influence of stuttering effects on classroom participation among LWS, determine the influence of stuttering effects on vocational aspirations among LWS and determine the extent to which stuttering effects influence academic performance among LWS. A conceptual framework showing stuttering effects as an independent variable, and educational achievement as a dependent variable guided the study. The study employed descriptive survey and correlational research designs. Target population consisted of 84 LWS, 2301 regular learners, 120 teachers and 20 head teachers. Stratified random sampling was used to select 329 regular learners, while saturated sampling method was used to select 76 LWS, 108 teachers and 18 head teachers. Data was collected using questionnaire, interview schedule, observation schedule and academic performance tests. Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10.00% of study population using Pearson correlation. Reliability coefficient for LWS questionnaire was 0.89; regular learners‘ questionnaire (0.86), class 6, 7 and 8 tests was 0.88, 0.75, and 0.89 respectively. This was above the initial threshold value of 0.7. Quantitative data was analyzed using frequencies, percentages and means. Correlation and multiple regressions were used to determine the influence of stuttering effects on educational achievement among LWS. Qualitative data was transcribed, analyzed and reported in emergent themes and sub-themes. Findings of study indicated five stuttering effects occurred very often among LWS (Mean= 4.37). Stuttering effects explained negative variation in social interactions ( R2 Change= .578, p