Browsing by Author "Ndethya, David"

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    PublicationOpen Access
    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, 2024-03-14) 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 effic acy 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 quantitat ive 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. Data collection 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 through descriptive 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 am ong 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 w ith 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 lea rning efficacy .
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    PublicationOpen Access
    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
    Psychosocial dynamics on learning efficacy among learners with physical impairments in public regular primary schools in Kitui county, Kenya
    (Mount Kenya University, 2024-06) Ndethya, David
    Disabled students have the right to an equal education in regular classrooms. Unfortunately, these pupils' performance in mainstream classrooms has been declining. Thus, this study set out to examine the psychological and social aspects affecting the academic performance of physically impaired elementary school pupils in Kitui County. Objectives of the research were investigating how students' perceptions of themselves affect their ability to learn at public primary schools in Kitui County that serve kids with physical disabilities. In order to examine the impact of school community attitudes and stereotypes on the academic performance of physically impaired pupils enrolled in public primary schools within Kitui County and lastly, to look at the impact of school-community stigma on the academic performance of physically impaired pupils attending public primary schools in Kitui County. Swedish psychologists Erik Erikson and Albert Bandura's theories of personality and self- efficacy provided the theoretical framework for this study. It provided a holistic perspective by combining correlational and phenomenological research methods. The researchers used a mixed-methods approach, gathering both quantitative and qualitative data. There were 89,745 people in the target demographic: 56,875 kids, 2,607 educators, 30,221 guardians and parents, and 42 curriculum support officers. The research sample, consisting of 265 people, was selected using purposeful selection techniques: 160 educators, 51 kids with disabilities, 47 families with such children, and 5 SLSSOs (Special Needs Curriculum Support Officers). Questionnaires, an interview agenda, observation checklists, and a FGD guide were used to gather data. Validity of questionnaires was established through expert judgement by the supervisors and research specialists. Interview schedule and observation checklists were validated by comparing them to similar measures whereby reliability coefficient of 0.654 was achieved. Reliability of questionnaires was assessed through split-half whereby reliability coefficient of 0.753 based on Pearsons correlations coefficients was obtained. Dependability and credibility of the qualitative data was achieved through controlling extraneous variables and by ensuring pilot sub-counties were not used in final study. Interpretation of quantitative data was done using inferential statistics and descriptive techniques inside the Statistical Package for the Social Sciences, version 25. Narratives were constructed using qualitative data that had been thematically analysed. Students with physical disabilities enrolled in regular classrooms showed a strong relationship between psychosocial dynamics and their ability to learn. Problems that hindered these pupils' ability to study included low self-esteem, hostile attitudes, and prejudices held by members of the school community. Furthermore, the research discovered that children with physical disabilities were less successful learners due to stigmatisation from the school community. Proposals included requesting that the Ministry of Education implement all-encompassing programmes and encouraging Curriculum Support Officers and instructors to work towards raising these kids' self-esteem. This is in an effort to combat stigmatisation and promote understanding among school communities about physical disabilities.
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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.