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
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.