FACTORS CONTRIBUTING TO LOW ACADEMIC

PERFORMANCE IN MATHEMATICS AMONG LEARNERS WITH

VISUAL IMPAIRMENT IN REGULAR PRIMARY SCHOOLS IN
BONDO ZONE, MIGORI COUNTY.

A RESEARCH PROJECT

PRESENTED BY:

TOMMY VINCENT ONYANGO

ADMISSION NO: DSNEIE/0941/22

SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF

DIPLOMA IN SPECIAL NEEDS EDUCATION

BY

KENYA NATIONAL EXAMINATION COUNCIL

NAIROBI, KENYA

APRIL, 2024
FACTORS CONTRIBUTING TO LOW ACADEMIC PERFORMANCE IN

MATHEMATICS AMONG LEARNERS WITH VISUAL IMPAIRMENT IN

REGULAR PRIMARY SCHOOLS IN BONDO ZONE, MIGORI COUNTY.

A RESEARCH PROJECT

PRESENTED BY:

TOMMY VINCENT ONYANGO

ADMISSION NO: DSNEIE/0941/22

SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF

DIPLOMA IN SPECIAL NEEDS EDUCATION

BY

KENYA NATIONAL EXAMINATION COUNCIL

NAIROBI, KENYA

APRIL, 2024

i
DECLARATION

I Tommy Vincent Onyango of Admission DSNEIE/0941/22, hereby declare that this project is

my own original work and not a duplication of a similarly published work of any scholar for

academic purpose and has not been submitted to any other institution of higher learning for the

award of any certificate, diploma or degree in Special Need Education.

I further declare that, all materials cited in this project which are not my own have been duly

acknowledged.

Signature ……………………………………Date…………………………….

Supervisor (S):

This project has been submitted for my review

Signature………………………...…. Date …………………………………….

Name ……………………………… Department …………………………….

ii
TABLE OF CONTENTS

Contents Pages
DECLARATION...........................................................................................................................ii
TABLE OF CONTENTS.............................................................................................................iii
LIST OF TABLES........................................................................................................................vi
LIST OF FIGURES.....................................................................................................................vii
ACKNOWLEDGEMENT.........................................................................................................viii
DEDICATION..............................................................................................................................ix
ABSTRACT....................................................................................................................................x
CHAPTER ONE: INTRODUCTION..........................................................................................1
1.0. Introduction.............................................................................................................................1
1.1. Background of the study........................................................................................................1
1.2. Statement of the problem.......................................................................................................2
1.3. Purpose of the study...............................................................................................................3
1.4. Objectives of the study...........................................................................................................3
1.5. Research Questions.................................................................................................................3
1.6. Significance of the study.........................................................................................................4
1.7. Delimitations and limitations of the study............................................................................5
1.7.1. Delimitations........................................................................................................................5
1.7.2. Limitations............................................................................................................................5
1.8. Operational definition of terms.............................................................................................5
CHAPTER TWO: LITERATURE REVIEW.............................................................................7
2.0. Introduction.............................................................................................................................7
2.1. Teaching learning materials to teach learners with Visual Impairment in regular.........7
primary schools..............................................................................................................................7
2.1.1 Desks and Chairs..................................................................................................................8
2.1.2. Writing materials.................................................................................................................8
2.1.3. Textbooks..............................................................................................................................9
2.2. Teaching strategies used by teachers to teach learners with Visual Impairments in.....10
regular primary schools..............................................................................................................10
2.3. Factors that contributes to low academic performance in learners who are visually....12
impaired in regular primary schools in Bondo zone, Migori county......................................12

iii
2.4. Government support to improve mathematics performance among learners with vi in
.......................................................................................................................................................15
Bondo zone...................................................................................................................................15
CHAPTER THREE: RESEARCH METHODOLOGY.........................................................17
3.0. Introduction...........................................................................................................................17
3.1. Research design.....................................................................................................................17
3.2. Location of the study............................................................................................................17
3.3. Target population.................................................................................................................18
3.4. Sampling techniques and sample size.................................................................................18
3.5. Research instruments...........................................................................................................18
3.6. Data analysis..........................................................................................................................19
CHAPTER FOUR; FINDINGS AND DISCUSSION..............................................................20
4.0 Introduction............................................................................................................................20
4.1 Demographic Characteristics of the Respondents..............................................................20
4.1.1 Gender of the Respondents................................................................................................20
4.1.3 Academic Qualifications of Teachers and Head Teachers’ Respondents.....................22
level................................................................................................................................................23
4.1.4 Professional Experience of the Respondents....................................................................23
4.1.4. Duration of stay in current...............................................................................................23
4.2. Teaching learning materials to teach learners with Visual Impairment.........................24
4.3. Teaching strategies used by teachers to teach learners with Visual Impairment...........25
4.4. Factors that contribute to low academic performance of learners with visual
impairment learners....................................................................................................................26
4.5. Government support to improve Mathematics performance among learners with
Visual Impairment.......................................................................................................................27
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS....................................28
5.0. Introduction...........................................................................................................................28
5.1. Conclusion.............................................................................................................................28
5.2. Recommendations.................................................................................................................29
REFERENCES............................................................................................................................30
APPENDICES..............................................................................................................................33
Appendix i: Questionnaire..........................................................................................................33
Appendix ii: Budget.....................................................................................................................36
Appendix iii; Timeframe.............................................................................................................37

iv
LIST OF TABLES

v
Table 4.1; Academic Qualifications......................................................................................................

Table 4.2; Duration of Stay in current institution..................................................................................

LIST OF FIGURES

vi
Figure 4.1; Responses on gender

Figure 4.2; Age of Respondents2

Figure 4.3; Head Teacher’s experiences

Figure 4.4 Resources Available

Figure 4.5; Strategies

Figure 4.6; Graphic representation on factors contributing to low academic

Figure 4.7; Government support towards learners with visual impairmnet

ACKNOWLEDGEMENT

vii
First and foremost, I acknowledge The Lord Jesus Christ, who has given me the life and health,
knowledge and strength to come this far. Special appreciation goes to my supervisor Mr. Enock
G. Ombok, who made me believe that I could succeed, and who, with unwavering dedication
and support, guided me through my research proposal. Thank you.

DEDICATION

viii
This research proposal is dedicated to my loving wife, Moshi Kisyeri, my children, Tasha Terry
and Peter Kim for their support during the writing period

ABSTRACT

The purpose of the study was to establish factors contributing to low academic performance

ix
in Mathematics among learners with visual impairments in regular primary schools in Bondo
Zone, Migori county. The study will be guided by the following specific objectives; to identify
teaching learning materials to teach learners with VI in regular primary schools; to investigate
teaching strategies used by teachers to teach learners with VI in regular primary schools; to find

out factors that contributes to low academic performance in learners who are visually impaired

in regular primary schools in Bondo zone, Migori county and to establish government support to

improve mathematics performance among learners with vi in Bondo zone. The study adopted a

descriptive survey design. Simple random sampling was used to select schools and teachers

who participated in the study. The researcher used questionnaires to collect data. Data

collected was analysed using statistical methods such as; frequencies and percentages.

Analysed data was presented in frequency tables, pie charts and bar graphs.

x
CHAPTER ONE: INTRODUCTION

1.0. Introduction

This chapter presents background of the study, statement of the problem, purpose of the study,
objectives of the study, research questions, significance of the study, scope and limitations of the
study and lastly operational definition of terms.

1.1. Background of the study

Learners with Visual impairments often struggle behaviorally and academically in the general

education classroom (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). They often (a) perform

several grade levels below their peers (Ralston et al., 2014); (b) show less progress in academics

across grade levels (Wagner et al., 2006); (c) exhibit low levels of on-task behavior and task

completion (Haydon et al., 2012); (d) lack self-regulation skills (Levendoski & Carledge, 2000);

and (e) lack academic skills and content when compared to their same aged peers (Reid et al.,

2004). Students with visual impairments have difficulties attending to instruction, relating new

information to what is already known, and establishing productive school environments (Carr &

Punzo, 1993). Many of these students struggle to act purposefully and strategically for their

academic benefit and do not manage their own academic behavior in the school setting

(Levendoski & Cartledge, 2000).

These struggles cause them to have low mathematics performance (Reid et al., 2004).

Using national longitudinal data, Wagner et al. (2006) found that mathematics scores for students

with visual impairments declined across grade levels. At the elementary school level, students

with visual impairments performed at the 34th percentile level while the average score in high

school was at the 28th percentile level. Nelson, Benner, Lane, and Smith (2004) found that 56%

of children with visual impairment ages 5 - 12 years old scored below the norm on mathematics

achievement subtests, while 83% of adolescents 13 years old and older scored below the norm.

1
In a longitudinal study, Greenbaum and Dedrick (1996) reported that 93% of students with visual

impairments 12 - 14 years old performed below grade level in mathematics. Considering the low

mathematics performance of primary school learners with visual impairments, it is imperative to

find interventions that are more effective for them.

The lack of proper intervention has led to the disablement of other zonal administration in
dealing
with poor mathematics performance, Bondo is one of such regions where poor mathematics
performance among the visually impaired is predominant and with minimum strategic solutions
geared towards solving such problems.
In that regard, this research aimed at finding out majorly, the factors contributing to low
academic performance in Mathematics among learners with visual impairment in regular primary
schools in Bondo zone, Migori county.

1.2. Statement of the problem

Some schools with visually impaired learners in regular setting in Bondo Zone, Migori County

have always performed lowly in Mathematics in both school based and national examinations

and the trend is alarming. Teachers in these schools had gone as far as complaining about the rate

at which some learners with Visual impairments acquire skills, knowledge and attitude.

In as much as we have had public campaigns and awareness programme of education of learners
with special needs, most school going children with visual impairments are poor in mathematics
performance because they have a sight handicapping conditions [Meta 2011]. With their
conditions of handicapping, these children are seen as useless, a bad omen, a nuisance and an
economic liability. Even though we have free primary education, school going children with
special needs especially visually impaired in the sounding community are not taken care in
school. A few, who join, show low mathematics performance in both school tests and national
examinations causing them even to be labelled [meta 2011]. This is as a result of poor academic
performance in such regular schools. They are unable to cope with life at school due to

2
segregation and fear of the teachers for lowering school academic standards. It was under the
background on the factors contributing to low academic performance in Mathematics among
learners with visual impairments in regular primary schools in Bondo Zone, Migori county that
the researcher endeavors to carry out a study to investigate the implications of the same on
mathematics performance in regular primary schools in Bondo zone.

1.3. Purpose of the study

The purpose of this study was to investigate factors contributing to low academic performance in
Mathematics among learners with visual impairments in regular primary schools in Bondo Zone,
Migori county.

1.4. Objectives of the study

1. To identify teaching learning materials to teach learners with Visual Impairment in

regular primary schools in Bondo zone, Migori county.

2. To investigate teaching strategies used by teachers to teach learners with Visual

Impairment in regular primary schools in Bondo zone, Migori county.

3. To find out factors that contributes to low academic performance in learners who are

visually impaired in regular primary schools in Bondo zone, Migori county.

4. To establish government support to improve mathematics performance among learners

with visual impairment in Bondo zone.

1.5. Research Questions

1. What resources are available in public primary school in Bondo zone for the learners with

visual impairment?

3
 2. What are some of teaching and learning strategies used by the teachers in public primary

in Bondo Zone, Migori county? / Are the teaching and learning strategies used by the

teachers in Bondo zone suitable for the learners with visual impairment?
3. What are some of the factors that inhibit performance in mathematics by learners with

visual impairment in primary schools in Bondo zone?

4. What support is provided by the government to improve mathematics performance in

public primary school in Bondo zone?

1.6. Significance of the study

This study is aimed at providing information with regards to the underlying low academic

performance of Visually impaired learners in learning Mathematics and its performance. It is the

researcher's hope that the information obtained would serve as a basis upon which solutions can

be sought to meet the current needs of the inhabitants of the community and the nation as a

whole. The findings of the study will serve as a source of information for the teachers, school

administrators, those involved in education research and policy formulation as well as

stakeholders in education so as to join hands and help these learners with visual impairments.

The study findings call for all policy makers, education planners and the community at large to

institute measures that could adjust and benefit individuals with visual impairments. The teachers

whose negative attitudes and economic potentials may have served as primary cause to the poor

performance of visually impaired learners would be influenced by these findings and realize that

disability is not inability. It is the researcher's sincerity that other researchers will find the

document suitable to this problem.

4
1.7. Delimitations and limitations of the study

1.7.1. Delimitations

The study only covered the public schools which have learners with Visual impairments. There
are other institutions such as homes and those of the learners with disabilities, which have
learners with visual impairments but they were not be included in the study.

1.7.2. Limitations

The major limitation is finding dated information on visual impairments. Most of the reference
materials in the libraries and relevant institutions concerned with learners with visual
impairments
may not be upto date and therefore not current. The references located on the internet may also
not
be exhaustive.

1.8. Operational definition of terms

Disability ……any condition of the body or mind (impairment) that makes it more difficult for
the person with the condition to do certain activities.
Psycho-social …...is the close relationship between the individual and the collective aspects of
any social entity.
Learning Difficulties …...Are conditions that impact on an individual ability to gain knowledge
and skill at the same rate as his/ her peers. They can be due to a mental handicap or cognitive
disorder.
Teacher Training…. Policies, procedures and provisions designed to equip teachers with the
knowledge and skills required to perform their tasks.
Poor performance - Refers to sample of achievement that is inadequate of what is expected

to enable one proceed to the next level.

Regular school- refers to a school that is normally attended by learners without disabilities.

Resources -Refers to materials used in class that facilitate teaching and learning process.

5
Special Schools: refers to a school that normally admits learners with disabilities of a

particular category only. When such a school admits learners without disabilities, it also

becomes an inclusive school.

Support services- Refer to extra assistance provided to learners with visual impairment in

regular primary schools so as to adjust to the environment and activities in order to

overcome barriers to learning and development.

6
 CHAPTER TWO: LITERATURE REVIEW

2.0. Introduction

This chapter presents a review of literature that relates to the objectives of this study. This was
examined under the following main areas; to identify teaching learning materials to teach
learners with Visual Impairments in regular primary schools; to investigate teaching strategies
used by teachers to teach learners with Visual Impairments in regular primary schools; to find

out factors that contributes to low academic performance in learners who are visually impaired in

regular primary schools in Bondo zone, Migori county and to establish government support to

improve mathematics performance among learners with vi in Bondo zone.

2.1. Teaching learning materials to teach learners with Visual Impairment in regular

primary schools.

Teaching/learning resources are extremely essential for the success of any learning in a school.

Learning resources are defined as information, represented and stored in a variety of media

and formats that assists pupils learning as defined by the curricula. This includes but not

limited to, materials in print, video, and software formats, as well as combinations of these

formats intended for use by teachers and students (MOEST, 2015),

The inception of the Free Primary Education in Kenya in 2003 saw most schools in the

country acquire teaching-learning resources which had become non-existent for a number of

years. However, this scenario soon became overstretched as enrollment in most schools shot

up and kept increasing. Jenkinson (2017), observes that some of the learners who need

individual learning resources have none or are being forced to share. Learners with visual

7
impairments require more or at times extra material resources than their non- handicapped

counterparts (Jenkinson, 2017).

The government may provide basic learning materials like books (in most cases inadequate),
pens and exercise books. Learners with visual impairments require assistive or functional devices

but are not provided. Secondly in cases where some of them have the assistive/functional devices

and other learning materials most of the schools are unable to service, repair and maintain them

when they break down due to lack of finances to purchase spares or carry out repairs or lack of

spare parts and technical knowhow (Jenkinson, 2017). UNESCO (2015) observes that political

commitment at both the national and community level is needed both to obtain additional

resources and to redeploy existing ones. This will ensure the availability of the teaching/learning

resources for learners with visual impairments in regular primary schools.

2.1.1 Desks and Chairs

The desks and chairs mark the complete requirement for a learner to sit down and be ready to be

taught. If the child has textbooks and the writing materials but no writing table and a chair, the

learning would still not take place effectively. This component therefore, like textbooks is
important for the child, more so the learner with visual impairment. The right classroom furniture
that is also functional chairs is because it is still the sole responsibility of parents to provide.
Smith (2018) observed that inadequacy of educational facilities partly contributes to low
enrolment rates, poor quality instruction, and poor achievement levels. The need for adequate
provision of facilities such as; desks and chairs is therefore important if the goals of inclusive
education is to be realized. Learners with visual impairments may require specially made chairs
and desks (usually referred to as adapted desks/chairs) and this may require additional planning
and extra costs as compared to those learners without disabilities.

2.1.2. Writing materials

8
Writing materials, like textbooks mentioned above, are equally important. These may include

exercise books, pens, pencils, rubbers and other essential writing materials like the art

materials. The success of any inclusive programme, therefore also depend on the availability

of the writing materials. The provision of writing materials under the free primary education,

thou it alleviated a great need, may not be adequate. Each primary school child is given Ksh.

650 per year for purchase of textbooks and writing materials (MOEST, 2015). This is grossly

inadequate as the figure of Ksh.650 per child was set in 2003 at the inception of free primary

education. Since then the price of writing materials has kept rising and the allocation has not

been reviewed upwards to cater for the increase. This therefore means that for schools offering

inclusive education, the challenge in providing the necessary writing material is

overwhelming.

2.1.3. Textbooks

Textbooks form an important component of learning without which the objectives of the

curriculum would be difficult to achieve. Each child ought to have a textbook in class as this

will enable a learner to follow the teaching and also be in a position to read on his/her own or

do work provided by the teacher. UNESCO (2015), stated that availability of textbooks has

been found to be the most consistently positive determinant of academic achievement. The

teacher’s time in class is also used up well as writing on the chalkboard is also lessened. In its

report of the sector review and development direction, the Ministry of Education Science and

Technology (Kenya) observes that in situations where there is a large preparedness of

unqualified teachers, textbooks have a special role (MOEST, 2015). Apart from the class

textbooks, the schools should have other supplementary reading materials to enhance the

learner’s class work. A library is therefore essential. However, most schools do not have

9
libraries and where they have, are poorly equipped with relevant textbooks. The provision of

textbooks under the free primary education policy is still inadequate as the number of learners

joining school increase every year without the government’s adjustment in the Ministry’s

allocation of funds to schools.

2.2. Teaching strategies used by teachers to teach learners with Visual Impairments in

regular primary schools

According to Smith, Patton and Shannon (2016), the following teaching strategies should be

used in teaching learners with Visual impairments: repeat and practice skills to promote over

learning, breaking task down into small steps and present small amount of information

sequentially, using of auditory and rehearsal strategies and selecting interesting and

meaningful tasks so that learners remain involved in the learning process.

Learning by doing is another approach which can be used to assist these learners (Ogutu,

2017). Learners should be allowed to participate in a task given according to their level. The

work of the teacher is to give instructions and directions. He/she should also not allow

ordinary learners to dominate in a given task. This approach helps the learners to discover

more of their talents and to improve on their creativity as they perform a given task

successfully. It also boosts learner’s self-esteem. Ogutu (2012), also identified holistic

approach as one of the methods used to teach these learners. This means looking at a learner

as a total human being and not just focusing on these areas of special needs. It focuses on

learner’s potential as well as special needs. It is also referred as child centered since the

child is fully involved in class activities unlike teacher centered approach. As a teacher, the

most important role is to look for specific difficulties in a learner in order to help him/her.

10
In order to help learners with visual impairment in the classroom for good memory and

retention, the teacher should do the following; Reduce environmental stimuli which tend to

destruct the learner such as removing a swinging chart from the wall, the child tends to get

distracted by it when it is swayed by the wind, begin with simpler tasks moving to the more

complex task only when simpler tasks have been mastered, avoid irrelevant material within

the learning task, provide practice in short term memory activities, dramatize skills

involving short term memory and label all the objects in the classroom.

These will assist learners with visual impairment to retain and recall what they have learnt
hence
good memory and retention. Learners with visual impairment experience a lot of failure and
some lack interest in learning or problem solving tasks. Therefore, it is important that they are
motivated and provided with success experiences to avoid their regression if they fail (Ogutu,
2017). For a teacher to be able to apply the above strategies in teaching learners with visual
impairments, some factors should be considered. Such factors include provision of adequate
physical facilities like: adequate classroom of the required sizes, suitable seats and desks made
of good material, chalkboard should be of reasonable size, enough visual aids and equipment
and good learning Centres such as construction centre, nature centre, language centre and
music
centre (Ogutu, 2017). These factors contribute to conducive learning environment for learners
with visual impairments if put in place.
Another approach is individual education which is an essential part of teacher’s toolkit.

Teachers should allow each child to progress and accomplish milestones according to their

own unique learning styles and pace. In Kenya, a unique community run school measures

success not only by the goals of an individual education plan but by a pupil’s growth in

confidence. This was established in 2001 and it supports children with visual impairments

to explore educational opportunities to adulthood. Teachers confidently approach life for

these children in a way that no other person can, whether with or without special needs.

11
 Also by adapting mainstream curriculum to suit learners with mental disabilities is a

challenge that needs creative teaching methods. This improves interaction between the

teachers and the learners. Learners are even able to ask questions (MOEST, 2015).

Another way of teaching is regular/partial inclusion where learners with visual impairments

are educated in regular classes for nearly all of the day, or at least for more than half of the

day. Whenever possible, the learners receive any additional help or special instruction in the

general classroom. Most specialized services are provided outside a regular classroom,

particularly if these services required special equipment or might be disruptive to the rest

of the class. Learners are pulled out of these services. These learners occasionally leave the

regular classroom to attend a smaller, more intensive instructional sessions in a resource

room, or to receive other related services, such as visual therapy and social work (Payne and

Smith, 2011).

The other method is by full inclusion whereby the learner is integrated fully into the general

education classroom. The learner receives all special services in the same class as the other

learners. This is very common with pupils where needs are easily met in a classroom, such

as modification that allows the learner more time to complete his/her assignments. Here,

learners with visual impairments remain in general classroom virtually all the time (Payne

and Smith, 2011). Schools that practice full inclusion for learners with visual impairments

have no separate special education classes (Robinson and Robinson, 2013).

2.3. Factors that contributes to low academic performance in learners who are visually

impaired in regular primary schools in Bondo zone, Migori county.

Gear-heart (2014) revealed that the visually impaired are unable to accomplish examinations and

12
class work in time. He further observed that those with partial vision are given hard tasks such as

telling time from the normal clock faces. They are reprimanded and labeled as learners with

disruptive behavior. They suffer glare problems and struggle in acquiring verbal instructions
because the classes are not acoustic. The children have difficulty in grasping study materials

moved in front of them. A totally blind child has difficulties in making lasting friends and

exhibiting social skills due to inability to read body language compared to their peers. The

children feel discouraged, lack independence as they have to be guided by sighted guards. Some

pupils complain of frequent headaches, dizziness, nausea and eye pains following close facial

work (Kirk & Gallagher, 2013). In order to avert the situation, counseling services should be

provided so as to help the learners use tactual materials and listening process (Ngugi, 2017).

Learners with visual challenges still encounter psychosocial and counseling problems since the

schools lack proper inclusion and assimilation of this group of learners. This information is

supported by studies done by Randiki (2002) which noted that the schools lack pre-school

departments where training and stimulation of the children can take place. The same studies

observed the need for in service courses, construction of resource centers and creating awareness

of the disability to the general public. Children with eye diseases such as glaucoma often have

headaches and require frequent periods of rest which is not common in inclusive schools. The

scholar also noted that some children have stress and emotional problems associated with

inability to read and see far distanced objects. The Optometric Extension Program Foundation

(2017) asserted that the children experience challenges such as frustrations caused by use of

defective optical devices, loneliness which affects the child’s emotional and social facets,
13
insufficient time to accomplish class work which is not provided in inclusive primary schools.

Gargulo (2009) postulated that learners with visual impairment should be well counseled and an

expanded core curriculum be developed to avert the learner’s challenges.

A research done by the Institute for Social and Economic Change (ISEC; 2006) indicates that the

barriers to effective inclusive learning were attributed to negative attitude, illiteracy, lack of

priorities, rigid system, lack of trained personnel, poverty and lack of effective policies. Teachers

attitude notably affect the performance of the Special Needs Learners due to the fact that they

make the decisions which affect their role and the learner’s performance.

Learners with visual impairments are vulnerable to neglect due to their nature, often than not

learners with visual impairments are seen to be non-performers in academics. Many at times

teachers who are teaching Mathematics in regular schools have undefined attitude towards

them. Ainscow (2013) points out that, many teachers who teach in regular schools, feel

frustrated, angered and have a negative attitude towards learners with special needs. According

to Mushoriwa (2011) teachers possess somewhat negative attitude towards learners with visual

impairments, or that they view learners with visual impairments different from and inferior to

peers. Research shows that, children without disabilities generally preferred to interact with

children without either physical or intellectual disabilities. Teachers feel that inclusion of these

learners in their class could lead to lower academic standards. The teacher’s belief about

inclusion suggests that they do not regard students with disabilities particularly those with

learners with visual impairments as belonging in regular class would rather prefer them being

educated in existing special schools. Teachers also believe that including learners with visual

14
impairments limits the amount of teaching work they could do thereby resulting in

incompletion of the syllabuses (Mushoriwa, 2011).

Ainscow (2013) asserts that teachers also believe that if learners with visual impairments are

included in regular classes, it would affect the academic performance of their peers without

disabilities. Teachers perceived that, their professional knowledge and skills were inadequate

to effectively teach Mathematics to learners with visual impairments in regular schools.

Further, the teachers expressed fear and concern, that because they don’t have the required

knowledge and expertise to teach learners with visual impairments who are included in the

regular classes.

According to (Mushoriwa, 2011) positive attitude is an important predictor of successful

education of children with visual impairments. However, the severity of the disability often

leads to the teaching and inclusion of learners with visual impairments to be seen as complex.

2.4. Government support to improve mathematics performance among learners with vi in

Bondo zone.
In line with international treaties, the country of Kenya is committed to have a system of quality
education that is able to adapt to the changing needs of the country by 2030, as that is considered
necessary for an educated, passionate and caring nation (Government of Kenya, 2017:5). On that
note, basic education has become compulsory for all learners up to, at least Form 4. As a strategy
to facilitate transition from primary to secondary schools, additional secondary schools have
been built and the double shift system (sharing of premises by two schools) introduced in some
high schools located in highly populated rural areas. A number of efforts have been put in place
to improve learning support for students with visual impairments. These include: (a) introduction
of specialist-training facilities and units at the local primary schools to equip learners with the
relevant skills; (b) teacher training curricular included courses in special education to ensure that

15
all teacher training has some element of special education in pre-service. Furthermore, the
government has taken full responsibility of such learners, with private sector and the non-
governmental organisations (NGO’s) playing a limited role. At primary school level, the
government is currently responsible for over 90% of visually impaired learners in schools (Tsae,
2010:7). The Education Councils provide majority of resources related to school for the learners
with visual impairments if parents do not afford. They provide special facilities for learners with
visual impairments for boarding purposes. In 2008, there were only 4 students with visual
impairment at tertiary institutions, in 2007 the number was zero whilst, in the years 2006, 2005
and 2004 the number was only one, respectively. Authors attributed the situation to learners’
poor academic performance in class 8 (Dart & Seeletso, 2000; Dart, 2004; Sello, 2006; Chela,
2005); a problem which raises a concern with regard to the type of learning support for such
learners from the government of Kenya.

16
 CHAPTER THREE: RESEARCH METHODOLOGY

3.0. Introduction

In this chapter, the researcher will discuss research design, location of the study, target

population, sampling techniques and sample size, research instruments and data analysis.

3.1. Research design

The study will adopt a descriptive design. This type of research design depicts the state of

affairs as it exists at present. It essentially describes, records, analyses and interprets

conditions as they exist. The researcher has no control over the variables and he can only

report what has happened or what is happening (Orodho, 2005).

The advantages of selecting a descriptive survey design is that, the researcher needs to collect

information from a fairly large sample population. In addition, data will be easily obtained

from teacher using semi structured questionnaires.

3.2. Location of the study

The study was conducted in Bondo zone, Migori County. Migori County was founded in

2013 on the same boundaries as part of Nyanza Province, after Kenya’s 8 provinces were

subdivided into 47 counties. Migori is a cosmopolitan county attracting different ethnicities

and nationalities, and has a population currently estimated at 1.2 million.

There are 34 public primary schools in Bondo zone with varied number of staff with diverse

qualifications ranging from certificate to degree. The zone was selected for the study since

there is high number of learners with hearing impairment enrolled in regular primary
17
 schools. Additionally, the zone has well developed communication and transport network

and no similar study has been conducted in the recent past.

3.3. Target population

According to Mugenda and Mugenda (2003), a population is defined as a complete

set of individual cases or objects with some characteristics that differentiate it from other

populations The target population comprised of all (200) teachers teaching inclusive learners

in regular primary schools in Bondo zone in Migori county.

3.4. Sampling techniques and sample size

Sampling is the process of selecting people on objects from a population in order to test the

population or something (Kombo and Tromp, 2006). Ten schools constituting 30% of the 34

public primary schools in Bondo zone were sampled. According to Mugenda &Mugenda

(2003), at least 10% of the target population is adequate for research. Purposive sampling

was used in the selection of the ten schools. The researcher relied on her expert judgment to

select schools that were representative or typical of the population. Purposive sampling

technique was used since it was cheap and does not consume a lot of time. The researcher

further used simple random sampling technique to select two teachers from each school.

Simple random sampling was used since it is free from bias and prejudice and every

participant had a chance of being selected.

The sample size was thirty (30) teachers from the sampled schools within the zone. The

sample size was considered adequate since it constituted 15% of the target population (200

teachers).

3.5. Research instruments

18
 Research instruments are materials and tools used to collect data or gather information. The

researcher used a semi-structured questionnaire as the primary data collection instrument.

According to Orodho (2005), questionnaires are widely used in education to obtain

information about current conditions and practices and to make enquiries concerning

attitudes and opinions quickly and in precise form. Kothari, 2004) emphasizes the use of

questionnaire. He points out that a questionnaire has the ability to collect large amount of

information in reasonably quick space of time and the response can be easily analyzed. The

questionnaires were ideal because the researcher was able to collect information from a

larger sample. It also gave a greater feeling of anonymity hence encourage open responses

to sensitive questions and is free from bias and so accurate and valid data was gathered. The

questionnaires had an introductory section while the other sections represented the various

variables adopted for study. Each section included closed structured and open ended

questions. Similar copies of questionnaires were administered to teachers. The researcher

collected the questionnaires from the respondents on the agreed dates after completion.

3.6. Data analysis

Data processing and analysis is the categorizing, manipulation and summarizing of data so

as to obtain the answers to the research questions as reported by the respondents (Kothari,

2004). The raw data from questionnaires was checked for consistency, errors, and coded for

analysis. Data will be analysed using statistical methods such as; frequencies and

percentages. The analysed data was presented in frequency tables, pie charts and bar graphs.

19
CHAPTER FOUR; FINDINGS AND DISCUSSION

4.0 Introduction
This chapter focuses on qualitative and quantitative presentations and analyses of data collected
from sampled teachers and head teachers. Analyses were guided by the set objectives and guided
by Social theory developed by Bandura, (1998). The analysis mainly focused on the data
collected on the variables of the study; learning/teaching resources, teaching strategies, factors
contributing to low academic performance and government support. Data was collected using
questionnaires: one for head teachers and another for the teachers. The data was analyzed using
SPSS and the information presented in form of pie charts, bar graphs and tables. Data gathered
by the study was integrated, presented and analyzed under the following headings based on the
specific objectives of the study: to identify teaching learning materials to teach learners with
Visual Impairments in regular primary schools; to investigate teaching strategies used by
teachers to teach learners with Visual Impairments in regular primary schools; to find out factors
that contributes to low academic performance in learners who are visually impaired in regular
primary schools in Bondo zone, Migori county and to establish government support to improve
mathematics performance among learners with vi in Bondo zone

4.1 Demographic Characteristics of the Respondents

This sub-section presents the demographic characteristics of the respondents that the present
study captured which included gender of respondents, academic/professional qualifications, age
and experience of both teachers and head teachers.

4.1.1 Gender of the Respondents.

The teachers and head teachers were asked to state their gender in their respective
questionnaires and the following were the results as indicated in figure 4.1

20
 RESPONSE OF THE GENDER

GENDER

MALE
39% FEMALE

61%

Figure 4.1 Responses on the Gender of the Teacher

From figure 4.1 it can be observed that (61.1%) of the teacher respondents were males while
(38.9%) were females. All headmasters who took part in the research were males (100%). Thus,
these results indicated that there is imbalanced staffing in terms of gender whereby male gender
more in the selected schools as compared to females. The finding was in consistent with the
research findings of Obadiah (2009) who found out that female SNE teachers were fewer than
their counterparts.

21
 AGE OF RESPONDENTS

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
30 years 31-40 Years 41- 50 Years 51 Years

Age brackets

Figure 4.2. Age of Respondents

The results show that most of the head teachers (45.5%) were in the 41-50years’ age bracket and
(9.1%) were below 30 years and greater than 51 years. The researcher deduced from these results
that majority of the head teachers of secondary schools are middle aged.

4.1.3 Academic Qualifications of Teachers and Head Teachers’ Respondents

The respondents were asked to state their academic qualifications in their respective
questionnaires. The results are as shown in table 4.1 below;
Table 4.1 Academic qualifications of respondents.
Academic qualifications Teachers percentage Head teachers percentage
KCE/KCSE 1.9 -
EAACE/KACE 1.9 -
B.ED 64.8 58.3
B.Sc 13.0 -
MED 7.4 25
DIP 9.3 8.3
PGDE 1.9 -

The results in table 4.1 showed that majority of the teachers’ respondents had acquired a
bachelor’s degree in education (64.8%) B.Ed. and (58.3%) of head teachers had B.Ed. thus,
results indicate that most of the teacher respondents have high academic qualifications in

22
education discipline except few (13. %) possess a degree in Bachelor of Science with (9.3%) in
possession of Master’s Degree. On the other hand, results indicate that over half of the head
teacher respondents had higher qualifications (B.Ed.) with a considerable number with Masters
in education. Therefore, the study concluded that the majority of the head teachers of primary
schools in Kisauni Sub-county possess higher academic qualifications up to Masters in education

level.

4.1.4 Professional Experience of the Respondents

The respondents were asked to state their experience in terms of the years they have been in
service in their current positions. The analysis of the data is indicated in figure 4.3

27.3%
0.455,

0-9
10-20 years
21 and above

45.0%

Figure 4.3 Head Teachers’ Experience

Figures 4.3 and 4.4 showed that (45.5%) of the head teachers had 4-9 years of experience as head
teachers while for teachers’ majority (62.75%) had 2-5 years respectively in the teaching
profession within the school.

4.1.4. Duration of stay in current

The study sort to explore the duration of stay in the current institution of employment. The
following findings were observed.

23
 Response Frequency Percentage
Less than a year 8 27%
1-5 years 6 20%
6-10 years 13 43%
11-15 years 3 10%
16-20 years 0 0
More than 20 years 0 0
Total 30 100%
Table 4.2; Duration of Stay in the Current Institution

The table clearly indicates that most of the teachers have not stayed in their current institutions
for less than a year, i.e. 27%, while 20% have stayed for 1 to five years and 6 to 10 years in their
institutions had 43% while 11-15 years had 10%. No teacher from the sampled population had
stayed in their institutions for more than 16 years and above.

4.2. Teaching learning materials to teach learners with Visual Impairment

The study majorly aimed the availability of teaching and learning resources towards the teaching
Visually impaired learners. The following were the findings;

LEARNING RESOURCES FOR THE VISUALLY IMPAIRED

10% Inadequate Resources

Averagely Adequate
13%
Resources
50%
Lack of resources
unfunctional or old
resources
27%

24
Figure 4.4; Resources Available for learning
From the data above, 50% of the respondents said that the learning resources were inadequate,
27% said that the resources were adequately average, 13% said there was lack of resources while
10% said there were resources but not functional.

4.3. Teaching strategies used by teachers to teach learners with Visual Impairment

ST R A T E GIE S

85%
65% 64% 20% 16%
45%
25%
5%
Tak Analysis Auditory Repeat prac-
Strategies tice skills

Series 1 64% 20% 16% #FMT

Column2 NaN NaN NaN NaN
Column1 NaN NaN NaN NaN
Figure. 4.5. Strategies

From the figure above, most teachers used ask analysis [64%], auditory strategies [20%]

and repeat practice skills [16%]. According to the findings on teaching strategies by

UNESCO (2017), teachers should be skillful in selecting teaching strategies which are

the best for ASNE learners to outdo boredom and enhance learning.

25
4.4. Factors that contribute to low academic performance of learners with visual
impairment learners

FACTORS CONTRIBUTING TO LOW ACADEMICS

Twacher's negative
attitudes
24% Rigid curriculum
41% Inadequate T/L
resources

35%

Fig 4.6; Graphic representation on factors contributing to low academic performance

The above figure showed that 41% of the respondents said that one of the factors contributing to

low academic performance among visually impaired was teacher’s negative attitudes, 35%

backed up the rigid curriculum that would not accommodate the visually impaired learners thus

contribute to low academic performance while 24% of the respondents agreed with the

inadequate teaching and learning resources as a major contributor to low performance among

visually impaired learners

26
4.5. Government support to improve Mathematics performance among learners with
Visual Impairment

GOVERNMENT SUPPORT

34%
Provision of T/L resources
Training of teachers
66%

4.7. Government support towards learners with visual impairments

From the research findings above, one can conclude that most respondents said that the
government support towards improving Mathematics performance among visually impaired
learners was 66% on provision of teaching/ learning resources and training of teachers at 34%

27
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS

5.0. Introduction
Chapter five of the study presents the conclusions and recommendations made. The
conclusions and recommendations focused on addressing the research problem and the
objectives to which the study was based.

5.1. Conclusion

The literature review in chapter two explained the factors contributing to poor performance in
Mathematics for the visually impaired in schools and provided a better understanding of the
phenomenon in Kenya. The concept of „factors‟ was discussed in order to provide a better
understanding of its impact on an individual, a community and the whole country. The previous
chapter focused on the interpretation of data that was collected through focus group interviews,
field notes and questionnaires. It contained an analysis and a discussion of the results in
accordance with the objectives and the research questions stated in chapter one of the study. The
research results were also discussed.

In investigating the factors investigating factors contributing to low academic performance in

Mathematics among learners with visual impairments in regular primary schools in Bondo Zone,
Migori county, the researcher concluded the following:
The analysis of the empirical research findings made reference to the challenges espoused in the
literature review. This study has established that various challenges do indeed contribute to poor
performance rates of learners with hearing impairments. Those challenges included lack of
resources for teaching Mathematics to learners with hearing impairments, lack adequate
strategies in teaching, negative attitude by teachers and poor teacher qualifications.

28
5.2. Recommendations

On the basis of the experience gathered in this study, a number of recommendations can be
suggested concerning future research in this field.
 First and foremost, on the challenges, the researcher recommends that the Ministry of

Education should provide extra learning materials to schools having learners with special

needs.

 Secondly, more teachers should be trained in special needs and those already teaching in

regular schools should be empowered through teacher seminars and workshops to instill

positivity towards a child with special needs.

 Finally, a study on challenges facing visually impaired learners in other countries in the

East Africa region would help to compare the situation in different countries.

29
REFERENCES

Ainscow, M. (2013). Understanding the development of inclusive schools. London: Falmer

Press.

CEC (2013). Building culture in the classroom: the role of Romany assistants in the
Romany classroom in the Slovak Republic. http://ericec.org/ Retrieved 21st
November 2020.

GoK. (2004). Persons with Disabilities Act 2003. Nairobi: Government printer.

Jenkinson, J.C. (2017). Mainstream or Special? Educating students with Disabilities. London.
Routledge Publishing co.

Kombo D. and Tromp D (2006). Proposal and thesis writing and introduction.
Nairobi Pauline’s Publications.

Kothari, C. R. (2004). Research Methodology: Methods and Techniques; (2nd ed); New
Delhi: New Age International (P) Limited, Publishers.

Ministry of Education (2009). The National Special Needs Education Framework Policy.
Nairobi: Government Printer

Ministry of Education Science and Technology (2015). Handbook for Inspection of

Educational Institutions. Nairobi: Government Printer

Miles, S. (2010). Enabling inclusive education: challenges and dilemmas.

http//www.eenet.org.uk. theory-practice/boon-2.shtml. A paper
presented at a symposium on development policy. Gustav Stresemann
Institute.

Mittler, P. (2012). International experience in including children with disabilities in ordinary

schools.http//www.eenet.org.uk/theory/practice – internet-exp.shtml.

30
 MOEST (2003b). Free Primary education: Every child in school. Nairobi: MoEST

Mugenda, O.M and Mugenda, A. G. (2003). Research methods, Quantitative and

Quantitative Approach. Nairobi: Acts Press,

Mushoriwa, T. (2011). A study on the attitudes of primary school teachers in Harare towards.
The inclusion of Mentally Retarded children in regular classes. African
journal on special needs education vol.6 No.1 March 2001 ISBN 9970-416-
16-0

Ogutu, A.J. (2017). Learners with Mental Disabilities. Nairobi. Longhorn Publisher

Orodho A.J. (2005). Research Methods Kenyatta University, Institute of Open Learning.
Nairobi: Masola Publishers.

Payne, S.J. and Smith, B.M. (2011) Mental retardation. Ohio Charles E. Merril Publishing

Robinson, M.N., and Robinson, B.H. (2013). The Mentally retarded child. New York:

MCCraw-

Hill Book Company.

Smith, B.M., Patton, R.J. and Shannon, H.K. (2016). Mentally Retarded. An introduction to
Intellectual Disabilities.7th Edition. New Jersey: Merril Prentice Hall.

Smith, J, D. (2018). Inclusion. Schools for All Students. Belmont CA, USA):
Wadsworth Publishing Co.

UNESCO (1994). The Salamanca Statement and Framework for Action on Special
Needs Education. Paris: UNESCO.

31
UNESCO (2015). Guidelines for Inclusion. Ensuring Access to Education for All.
Paris: UNESCO Workshops.

UNESCO (2017). Overcoming exclusion through inclusive approaches in education:

A challenge and a vision. Paris: UNSECO.

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United Nations.

32
APPENDICES

Appendix i: Questionnaire

I am Tommy Vincent Onyango, a Diploma student at Kenya Institute of Special Education

(KISE). I am carrying out an academic study to investigate factors contributing to low

performance in Mathematics among learners with visual impairments in regular primary schools
in Bondo Zone, Migori county.
You have been randomly selected to participate in the study and you are therefore kindly
requested to provide an appropriate answer by either ticking (√) appropriately or responding as
indicated. The answers provided will only be used for academic purposes and will be treated
with utmost confidentiality.

SECTION A: SOCIAL DEMOGRAPHIC DATA

1. Gender

Male [ ] Female [ ]

2. Age of the respondent

21 – 30years [ ] 31 – 40years [ ] 41 – 50 years

[ ] 51 – 60 years [ ]

3. Academic qualification.

P1 [ ] Diploma [ ] BED [ ] MED [ ]

Others……………………………

4. Teaching experience.

1 – 5 years [ ] 6 – 10 years [ ] 11 – 15 years [ ]

16 – 20 years [ ] 21 – 25 years [ ] Above 25 year [ ]

33
SECTION B: TEACHING AND LEARNING MATERIALS USED TO TEACH
VISUALLY IMPAIRED LEARNERS
5. Indicate instructional materials you use to teach learners with Visual Impairments?

Text books [ ] Charts [ ]

Models [ ] Teacher made

resources [ ] None [ ]

Any other (Specify)………………………………………………………

6. How would you rate your school in terms of availability and adequacy of teaching and

learning resources for learners with visual impairments?

Poorly equipped [ ] Averagely equipped [ ] Well equipped [ ]

7. Teaching and learning resources used in teaching learners with visual impairments are

effective?

Strongly agree [ ] Agree [ ] Undecided [ ]

Disagree [ ] Strongly disagree [ ]

SECTION C: STRATEGIES USED BY TEACHERS TO TEACH LEARNERS WITH

VISUAL IMPAIRMENT IN REGULAR PRIMARY SCHOOLS
8. Learners with visual impairments need strategies that will make them included in regular
primary school environment

Yes [ ] No [ ]
9. What are some of the strategies that you use to teach learners with visual impairment?

Child centered strategy [ ] Teacher centered strategy [ ]

Holistic approach [ ]

34
SECTION D: FACTORS THAT CONTRIBUTE TO LOW ACADEMIC
PERFORMANCE IN LEARNERS WHO ARE VISUALLY IMPAIRED
10. Are visually impaired learners performing poorly?

Yes [ ] No [ ]

a. If yes, in the above, what are the factors contributing to the poor performance?

Negative Attitudes [ ] Poor teaching methods [ ] Severity of the visual impairment [ ]

b. Others,
Specify……………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

SECTION E: GOVERNMENT SUPPORT TO IMPROVE MATHEMATICS

PERFORMANCE AMONG LEARNERS WITH VISUAL IMPAIRMENTS
1. Government has been offering support towards learners with Visual Impairments?

Strongly agree [ ] Agree [ ] Undecided [ ]

Disagree [ ] Strongly disagree [ ]

3.(a) Are these support services for learners with visual impairments in your school adequate?

Yes [ ] No [ ]

b) If yes, to what extent?

……………………………………………………………………………………………………
…
……………………………………………………………………………………………………
…

35
Appendix ii: Budget

S/NO ITEM/ACTIVITY AMOUNT[KSH]

1 Proposal Development (Typing, printing and binding). 1,500
2 Data collection, lunch and transport. 3,000
3 Data analysis and processing. 3,000
4 Internet and airtime 1,000
5 Stationary 1,500
6 Report writing (Typing, printing and binding). 2,000
7 Miscellaneous 1,000
TOTAL 13,000

36
Appendix iii; Timeframe
ACTIVITY TIMELINE
Topic identification
July 2023
Approval of research topic

Writing of research proposal November 2023

Approval of research proposal November 2023

Correction of research proposal January 2024

Data collection, analysis and research

January 2024
report writing (First

draft)
February 2024
Submission of research report draft

Making Correcting and typing of final March 2024

research project report

Submission of research project report April 2024

37