Chuka University

TEACHING FACTORS AFFECTING LEARNING OF MATHEMATICS TO VISUALLY IMPAIRED PRE-SCHOOL LEARNERS: A CASE STUDY OF ST. LUCY’S SCHOOL FOR THE VISUALLY IMPAIRED, IMENTI SOUTH DISTRICT, MERU COUNTY, KENYA

MARGARET NJIRU RIUNGU

ABSTRACT

Learners  perform  poorly in  Mathematics  in Kenya  Certificate of  Primary Education (K.C.P.E) examinations at St. Lucy’s school  for the Visually  Impaired  (V.I).Mathematics  is a prerequisite to many careers.  Due  to its importance,  Mathematics  has been made a compulsory and an examinable subject in primary and secondary schools in Kenya.  The study  sought to  investigate the teaching related  factors  at pre-school level that affected  learners’ performance in  Mathematics  at St Lucy’s School  for the V.I  in Imenti South District.  The target population was  104  respondents.  Data was collected from a sample of  90 respondents comprising of  24  teachers  and  66  pre-school learners.

The existing literature related to the study was reviewed  and gaps identified.  Social-development theory was used to guide the research.  The study employed  descriptive survey  research design.  The instruments of  data collection were  interview and observation  schedules  prepared  for teachers and pre-school learners.  Instruments were validated by five experts from the department of education. Reliability was established by subjecting the instruments to a pilot study through the test-retest technique.  The data  wascollected and  analyzed using  descriptive statistics. Results of  the  data analysis were presented using  frequency distribution tables, bar graphs and pie charts.  Findings revealed that teachers were adequately trained to teach  Mathematics  to the visuallyimpaired children.  It was  revealed that there were various  methods used in teaching and learning of Mathematics. The study also revealed that there were inadequate learning and teaching resources for the V.I affecting  the teaching of  Mathematics.  The study recommended  the  need to provide teaching and learning resources to  facilitate  teaching and learning  of  Mathematics  to pre-school learners of  St. Lucy’s School  for the V.I.  The study also recommended that  Curriculum developers  would  design appropriate instructional learning resources to  facilitate teaching of  Mathematics  in special schools/institutions in Kenya.

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