Publication: Psychosocial dynamics on learning efficacy among learners with physical impairments in public regular primary schools in Kitui county, Kenya
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2024-06
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Mount Kenya University
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Abstract
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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Keywords
Equal education, Academic performance, Physically impaired pupils, Stigmatisation