The Influencw Of Selected Factors On Academic Performance Of Deaf Students In English Composition In Secondary Schools In Kenya

ABSTRACT

English is a key and compulsory subject in secondary school curriculum in Kenya. The performance of students in schools for the Deaf in English in Kenya Certificate of Secondary Education, (K.C.S.E) has been below average. In the years 2010-2015, students‟ registered mean score of 3.45, 3.0, 2.4, 3.7 and 3.17 respectively, out of a mean of 12, which indicated a “D” Grade and below average in Kenyan grading system. Although theories have suggested that the selected factors could be influencing the performance, no empirical studies have been carried out to ascertain the thinking. The purpose of this study was to investigate the extent to which the selected factors influenced Deaf Students performance in English Composition in Secondary Schools in Kenya. The factors were; Age at onset of deafness, Availability and use of teaching and learning resources, Degree of hearing loss and Teaching and learning strategies. Objectives of the study were to determine the extent to which age at onset of deafness; Teaching and Learning Resources; degree of hearing loss; and teaching and learning strategies influenced Deaf students‟ performance in English Composition in K.C.S.E. The study was based on a Conceptual framework showing performance in English Composition as the Dependent Variable, attitude of teacher and learners, Economic status of parents and IQ of learners as intervening variable while the selected factors as the Independent Variables. Descriptive and Correlational research designs were used in this study. The study was done in five secondary schools for the Deaf. Target population was 5 principals, 9 teachers and 142 Deaf students. Saturated sampling technique was used to select 4 Principals, 8 teachers and 127 students. Data collection tools were Questionnaires, interview and observation schedules. Reliability of the instruments was ascertained through test re-test through a pilot study on one of the schools which was not part of the study. A coefficient of 0.75 indicated reliability of the student questionnaire and document analysis Guide. The other instruments were presented to experts in Special needs Education department to ascertain appropriateness, consistency, content and face validity. Data Analysis was carried out using Descriptive statistics, means, graphs and percentages. Pearson‟s correlation coefficient was calculated at p≤ 0.05. Qualitative data was organised into themes and sub themes and reported. P- Value was found to be 0.000 discarding the null hypothesis. The study established that age at onset of deafness had moderately strong positive influence on performance in English composition, r=0.363, r2. =13% Availability and use of resources had very weak positive influence on learners performance in composition writing r=0.07. r2=0.49%Degree of hearing loss had moderately strong negative influence on performance in English composition, r= -0.38. r2 =15%, Teaching and learning strategies had a very strong positive influence on the learners level of competence in composition writing, r=0.93, r2 =86%.The study established that, age at onset of deafness, availability and use of resources, teaching and learning strategies had positive influence on performance from moderate to a very large extent while degree of hearing loss had moderate negative influence on performance in English composition. The study recommended creation of instruments to aid teachers in setting objectives for their learners based on their varied learning needs. Restructuring of the syllabus, use of more visual aids, Curriculum adaptation and use of varied visual learning and teaching strategies. Make K.S.L. compulsory in all schools and colleges. The findings of this study may be useful to the ministry of education, K.I.C.D, English teachers, Parents and QASO in the improvement of performance of Deaf Students in English Composition.