Teachers Attitude Towards Academic Performance of Learners with Learning Difficulties in Selected Schools in Chebunyo Zone, Bomet District, Kenya

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Table of Contents

DECLARATION: ............................................................................................................ i

APPROVAL .................................................................................................................... ii

ACKN 0 WLEDGMENTS ............................................................................................. iii

DEDICATION ............................................................................................................... iv

ABSTRACT ................................................................................................................ viii

1.0 Introduction ............................................................................................................... 1

1.1 Background to the study ............................................................................................ I

1.2 Statement of the problem .......................................................................................... 3

1.3 Purpose of the study ................................................................................................. 3

1.4 Objectives of the study .............................................................................................. 4

1.5 Research questions .................................................................................................... 4

1.6 Significance of the study ........................................................................................... 5

I. 7 Limitations and delimitations .................................................................................... 5

I . 7 .2Delineations ........................................................................................................... 6

I. 8 Definition of terms and acronyms ............................................................................. 7

CHAPTER TWO ................................................................................................................. 8

2.0 LITERATURE REVIEW .............................................................................................. 8

v

2.1 Introduction ............................................................................................................... 8

2.2 Explanation of learning difficulties ........................................................................... 8

2.3 Characteristics and identification (academic dimensions) : ..................................... 9

2.3.1 Written language, spelling and reading skills ....................................................... I 0

2.3.2 General Mathematics ............................................................................................ !!

2.4 Characteristics and identification ............................................................................ 11

2.5 Causes of learning difficulties ............................................................................... 13

2.5.1 Socio-Emotional Problems ................................................................................... l4

2.5.2 Imperfect Psychological Process .......................................................................... l4

2.5.3 Environmental Factor ........................................................................................... 15

2.5 .4 Education factors .................................................................................................. 15

2.6 Legal and illegal drugs ............................................................................................ 16

2. 7 Pre natal and post natal causes ................................................................................ 17

2.8 Implications of general and specific learning .......................................................... 17

2.8.1 Language Activities .............................................................................................. l8

2.8.2 Implications of learning difficulties on Mathematics ........................................... l8

2.8.3 Implications of learning difficulties on emotional development.. ........................ l8

2.9 Intervention strategies ............................................................................................. 19

2.9.2 Instructional planning and implementation .......................................................... 21

2.9.3 Curriculum ........................................................................................................... 21

VI

CHAPTER THREE ........................................................................................................... 23

3.0 METHODOLOGY ...................................................................................................... 23

3.1 Introduction ............................................................................................................. 23

3. 2 Research design ....................................................................................................... 23

3.3 Sampling procedure ................................................................................................. 23

3.4 Sample ..................................................................................................................... 24

3.5 Research instruments ............................................................................................... 24

3.6 Procedure of the study ............................................................................................. 25

3.7 Data analysis ............................................................................................................ 25

CHAPTER FOUR ............................................................................................................. 26

4.0 PRESENTATION AND ANALYSIS OF DATA ....................................................... 26

4.1 Introduction ............................................................................................................. 26

Observation and analysis .......................................................................................... 28

Observation and analysis ............................................................................................... 29

CHAPTER FIVE ............................................................................................................... 38

DISCUSSION, CONCLUSION AND RECOMMENDATIONS .................................... 38

5.0 Introduction ............................................................................................................. 38

5.1 Discussion ............................................................................................................... 38

5.2 Conclusion .............................................................................................................. 40

5.3 Recommendations ................................................................................................. 41

ABSTRACT The impact (Jf.(i·ee primary education has been manifold and complex. The quality and magnitude of the programme has affected not only the normal physically fit pupil, but also the physically challenged learners in inclusive schools as well as the wider community and society. The study adopted a Quantitative research design. This enhanced the researcher to obtain a better understanding of the problems and impact of .fi'ee primary education on the quality of special education for the physically disabled learners in Bomet District Kenya. The method chosen allowed a collection of comprehensive and intensive data and provided an in-depth understanding (){the topic under study. Information collected was analyzed and edited to create consistency and completeness. Afier collecting the questionnaires they were editedfor completeness and consistency across the respondents and to locate omissions. h?formation obtained .fi'om the research study was presented and analyzed using narratives, and statistical figures. This report provides suggestions for more effective approach to physically disabled education in the country. It is designed/or policy makers, planners and practitioners evho have responsibilities in the area of physically disabled education in Kenya.

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APA

Frontiers, E. & CHERUIYOT, B (2022). Teachers Attitude Towards Academic Performance of Learners with Learning Difficulties in Selected Schools in Chebunyo Zone, Bomet District, Kenya. Afribary. Retrieved from https://afribary.com/works/teachers-attitude-towards-academic-performance-of-learners-with-learning-difficulties-in-selected-schools-in-chebunyo-zone-bomet-district-kenya

MLA 8th

Frontiers, Edu, and BORNES CHERUIYOT "Teachers Attitude Towards Academic Performance of Learners with Learning Difficulties in Selected Schools in Chebunyo Zone, Bomet District, Kenya" Afribary. Afribary, 19 Aug. 2022, https://afribary.com/works/teachers-attitude-towards-academic-performance-of-learners-with-learning-difficulties-in-selected-schools-in-chebunyo-zone-bomet-district-kenya. Accessed 27 Sep. 2022.

MLA7

Frontiers, Edu, and BORNES CHERUIYOT . "Teachers Attitude Towards Academic Performance of Learners with Learning Difficulties in Selected Schools in Chebunyo Zone, Bomet District, Kenya". Afribary, Afribary, 19 Aug. 2022. Web. 27 Sep. 2022. < https://afribary.com/works/teachers-attitude-towards-academic-performance-of-learners-with-learning-difficulties-in-selected-schools-in-chebunyo-zone-bomet-district-kenya >.

Chicago

Frontiers, Edu and CHERUIYOT, BORNES . "Teachers Attitude Towards Academic Performance of Learners with Learning Difficulties in Selected Schools in Chebunyo Zone, Bomet District, Kenya" Afribary (2022). Accessed September 27, 2022. https://afribary.com/works/teachers-attitude-towards-academic-performance-of-learners-with-learning-difficulties-in-selected-schools-in-chebunyo-zone-bomet-district-kenya