Publication: Influence of Self - Image on Learning Efficacy among the Learners with Physical Impairments in Public Regular Primary Schools in Kitui County
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2024-03-14
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East African Journal of Education Studies
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Abstract
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
.