School of Social Sciences

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Browsing School of Social Sciences by Subject "Academic performance"

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    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.