Thesis:

Influence of parental involvement on learning outcomes of learners with hearing impairment in public special primary schools in Kisumu county, Kenya

Several international studies indicate a noteworthy positive association between parental engagement and enhanced academic achievements among children with hearing impairment. Active participation of the parents in their children's lives is crucial for providing invaluable support and cultivating a positive educational atmosphere. The purpose of this study is to investigate the influence of parental involvement on the learning outcomes of learners with hearing impairment in public special primary schools in Kisumu County, Kenya. The specific objectives of the research are: to examine the influence of parental communication with teachers, to determine parental participation in school activities, to identify the influence of parental involvement in decision-making processes and to investigate the influence of parents’ KSL skills on the learning outcomes of learners with hearing impairment in Kisumu County. The study was based on the sociocultural theory of learning, emphasizing the impact of social interactions and cultural context on both learning and development. A concurrent embedded research design was employed for this study. The group consisted of 45 executive members of the Parents Teachers Association (PTA), 550 students with hearing impairment, 75 teachers, and 3 headteachers. These individuals were drawn from three public special primary schools catering for learners with hearing-impaired students in Kisumu County, resulting in a total of 673 target population. The determination of the sample size adhered to the methodology proposed by Krejcie and Morgan (1970) to ensure a comprehensive representation of the overall population. The selection process employed purposive sampling for teachers and headteachers. PTA executive members and teachers were chosen through a simple random sampling method, while learners with hearing impairment underwent stratified sampling based on grade level, followed by selection using a simple random sampling technique. Data was collected from questionnaires, interviews, and focus group discussions. Its collection involved the distribution of structured questionnaires to teachers, and interviews were conducted with members of the Parents Teachers Association and headteachers. The study employed quantitative analysis (frequency, mean, standard deviation) with qualitative techniques like thematic analysis and coding. This dual-method analysis offered a holistic understanding of parental involvement, enriching insights and interpretation of findings. This study emphasized the ethical duty to provide equitable educational opportunities for learners with hearing impairment through active parental involvement, upholding standards for confidence, support, and inclusivity.