Educational Psychology and Foundations of Education

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Browsing Educational Psychology and Foundations of Education by Author "Macharia, Susan"

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    Influence of Self-Image on Learning Efficacy among the Learners with Physical Impairments in Public Regular Primary Schools in Kitui County
    (East African Journal of Education Studies, 2024-01) Ndethya, David; Macharia, Susan; Kimani, Cecilia
    Learners with physical impairments have a right to quality education within regular schools. However, learning efficacy among learners with physical impairments in regular public schools has been on a downward trajectory. Therefore, the objective of this study was to find out how self-image affected learning efficacy among learners with physical impairments in regular public primary schools in Kitui County. Correlational and phenomenological research designs were triangulated to give a unified perspective of the study. A mixed research methodology whereby quantitative and qualitative data were concurrently collected was applied. The target population was 89,745 participants, which included 56,875 learners, 2,607 teachers, 30,221 parents and guardians and 42 curriculum support officers. Purposive sampling techniques were used in identifying the sample of the study. The sample size was 265 respondents comprising 162 teachers, 51 learners with physical impairments, 47 parents of the learners with physical impairments and 5 Special Needs Curriculum Support Officers. Datacollection tools were questionnaires, an interview schedule, observation checklists and a focused group discussion guide. Quantitative data were computed with the aid of Statistical Package for Social Sciences version 25, and results were analysed throughdescriptive methods and inferential statistics. Qualitative data was analysed thematically and presented in narrative form. From the findings, the researcher established that there was a significant relationship between self-image and learning efficacy among learners with physical impairments in regular schools. Poor self-image among the learners with physical impairments triggered by negative attitudes and stereotypes from the school community were impediments to the learning efficacy among the learners with physical impairments. The study recommended educational psychologists, special needs curriculum support officers and teachers to spearhead psychological makeups among the learners with physical impairments to appreciate themselves and improve their learning efficacy.
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    PublicationOpen Access
    The Impact of School Community Attitudes on Learning Efficacy among Learners with Physical Impairments in Public Regular Primary Schools: A Case Study of Kitui County, Kenya
    (Journal Of research Innovattion and Implications in Education, 2024-01) Ndethya, David; Macharia, Susan; Kimani, Cecilia
    Learners with impairments have a right to a quality education in regular classrooms. Nevertheless, the learning efficacy of learners with physical impairments in public regular primary schools has been declining. The goal of this study was to investigate how psychosocial factors affect the learning effectiveness of learners who have physical impairments in public regular primary schools in Kitui County. The target population was 89,745 participants while sample size was 265 respondents. The data collection tools were limited to questionnaires, observation checklists, interview schedules and focus group discussions guide. Quantitate data was analyzed through descriptive methods while qualitative data was presented in narrative form. This publication details the results of an in-depth investigation into the relationship between school community attitudes and the learning efficacy among learners with physical impairments attending public regular primary schools in Kitui County. The study established that there was significant relationship between community attitudes and learning efficacy among learners with physical impairments whereby positive attitudes triggered high learning efficacy and vice versa. The study recommended robust programmes be put in place by ministry of education in collaboration with non-governmental organizations to spur positive change of attitudes among school community and to demystify stereotypes associated with physical impairments. The study also recommended teachers and peers in regular schools to appreciate and support learners with physical impairments in regular schools.