EFFECTS OF PSYCHOSOCIAL SUPPORT INTERVENTIONS ON

ACADEMIC PERFORMANCE OF GRADE THREE PUPILS WITH

LEARNING DISORDERS IN HOMA BAY COUNTY, KENYA

CATHERINE ATIENO OKOMBO

PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT FOR THE

AWARD OF DEGREE OF MASTERS OF ARTS IN COUNSELING
PSYCHOLOGY OF ST. PAUL’S UNIVERSITY

January, 2025
 DECLARATION
This proposal is my original work and has not been previously presented for any degree in any
other University for the award of any degree.

Signature Date……………………………...

Catherine Atieno Okombo

MACPNRB449822

Word Count: 14716

Approval by Supervisors: I/we confirm that this student under my /our supervision has done the
work reported in this proposal.

Signature…………………………………… Date…………………………

Prof. Ndung’u J. B. Ikenye

ST. PAUL’S UNIVERSITY

Signature…………………………………… Date………………………

Dr. Jane Ngure

ST. PAUL’S UNIVERSITY

i
 DEDICATION

This dissertation is dedicated to my daughter, who inspired my pursuit of Counselling Psychology

and to my father who helped me in all things great and small. This dissertation is also dedicated
to my husband who encouraged me to follow my dreams and complete my dissertation.
Finally, to the children with learning challenges, may the recommendations in this document be
implemented to enable you overcome such challenges.

ii
 ACKNOWLEGDEMENT

I acknowledge and appreciate the input and corrections provided by my supervisors, Prof. Ndung’u
J. B. Ikenye and Dr. Jane Ngure during the development of this proposal on psychosocial support
interventions on academic performance of grade three pupils with learning disorders in Homa
Bay County, Kenya. Their guidance, expertise, and constructive feedback have been invaluable in
shaping the direction and methodology of this study. I am grateful for their mentorship and
unwavering support throughout this research endeavor.

I also extend my gratitude to St. Paul’s University for providing the necessary resources and
facilities to undertake this research project. The institution's support has been instrumental in
facilitating the progress of this study.

iii
 Table of Contents
DECLARATION ...........................................................................................................................................i
DEDICATION ..............................................................................................................................................ii
ACKNOWLEGDEMENT...........................................................................................................................iii
LIST OF TABLES.......................................................................................................................................vi
LIST OF FIGURES....................................................................................................................................vii
ABSTRACT................................................................................................................................................viii
CHAPTER ONE...........................................................................................................................................1
INTRODUCTION........................................................................................................................................1
1.0 Introduction ..............................................................................................................................................1
1.1 Background to the Study..........................................................................................................................1
1.2 Statement of the Problem .........................................................................................................................3
1.3 Research Objectives .................................................................................................................................5
1.3.1 Main Objective...................................................................................................................................5
1.3.2 Specific Objectives.............................................................................................................................5
1.4 Research Questions ..................................................................................................................................5
1.5 Justification of the Study..........................................................................................................................5
1.6 Significance of the Study .........................................................................................................................6
1.7 Scope of the Study...............................................................................................................................8
1.8 Limitations of the Study...........................................................................................................................9
1.9 Assumptions of the Study.........................................................................................................................9
1.10 Operational Definition of Terms..........................................................................................................10
CHAPTER TWO........................................................................................................................................11
LITERATURE REVIEW..........................................................................................................................11
2.1 Introduction ............................................................................................................................................11
2.2 Theoretical Review ................................................................................................................................11
2.2.1 Bronfenbrenner’s Ecological Systems Theory ..................................................................................11
2.3 Review of Related Literature..................................................................................................................13
2.3.1 An Overview of Learning Disorders................................................................................................13
2.3.2 Prevalence of Children with Learning Disorders.............................................................................14
2.3.3 Level of Awareness of Learning Disorders among Teachers and Parents.......................................16

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2.3.4 Teachers' Reassurance and Academic Performance of Children with Learning Disorders...........17
2.3.5 Follow-Ups and Academic Performance of Pupils with Learning Disorders..............................18
2.4 Existing Research Gap ...........................................................................................................................20
2.5 Conceptual Framework ..........................................................................................................................20
CHAPTER THREE ...................................................................................................................................23
METHODOLOGY.....................................................................................................................................23
3.1 Introduction ............................................................................................................................................23
3.2 Research Design.....................................................................................................................................23
3.3 Study Area..............................................................................................................................................24
3.3.1 Location of the Study Area..............................................................................................................24
3.3.2 Justification of Study Area...............................................................................................................25
3.4 Target Population ...................................................................................................................................26
3.5 Sample Size............................................................................................................................................26
3.4.1 Sampling Techniques.......................................................................................................................27
3.6 Research Instruments..............................................................................................................................28
3.5.1 Questionnaire ...................................................................................................................................28
3.5.2 Interview Schedule...........................................................................................................................29
3.7 Pilot Study..............................................................................................................................................29
3.6.1 Validity of Research Instruments.....................................................................................................29
3.6.2 Reliability of Research Instruments.................................................................................................30
3.8 Data Collection Procedure......................................................................................................................30
3.9 Data Analysis and Presentations............................................................................................................30
3.10 Ethical Considerations......................................................................................................................31
REFERENCES...........................................................................................................................................33
APPENDCES..............................................................................................................................................37
Appendix I Questionnaire for Teachers...............................................................................................37
Appendix II Interview Schedule for Parents/Caregivers......................................................................43
Appendix III Scoring Rubric for Dyslexia, Dysgraphia, and Dyscalculia ..............................47
Appendix IV Child Learning Assessment Kit (CLAK)............................................................47
Appendix V List of Schools in North Karachuonyo Locations............................................................47
Appendix VI Map of the Study Area………………………………………………………………….48

v
 LIST OF TABLES

Table 3.1 Sample Size...................................................................................................................20

vi
 LIST OF FIGURES

Figure 2.1 Conceptual Framework................................................................................................26

vii
prevalence of learning disorders; determine the level of awareness of learning disorders, analyze t h e interventions
available to teachers and parents for supporting pupils with learning disorders in Homa Bay County. Bronfenbrenner’s
Ecological Systems Theory will guide this study. A mixed methods research design (Convergent Parallel approach)
will be employed to describe the characteristics and phenomena of interest without altering them. The target
population consists of 792 respondents, from six (6)ABSTRACT
primary
The psychosocial approach focuses on people in the context of the collective influence
schools,
including 18that psychological issues and the immediate social environment have on their physical and mental
subject wellness and their capacity to function. In a learning environment with children experiencing
teachers diverse disorders, psychosocial support is essential. This study aims to investigate the effects
(reading, of psychosocial support interventions on the academic performance of grade three pupils
writing, andwith learning disorders in Homa Bay County, Kenya. Specific objectives include: assessing the
math) six (6) counselling and guidance teachers, and 768 key informants. Key informants will include the pupils,
parents or guardians of third-graders. Data collection will involve questionnaires and interview schedules. Using the
Yamane Taro formula 푛 = 푁/ (1 + 푁(푒^2) the sample size will be 266 respondents. Quantitative data will be analyzed
with the help of descriptive statistics to produce measures of central tendencies and dispersion such as means, frequencies,
standard deviations, and percentages with findings presented graphically. Simple regression analysis will be conducted to
ascertain the relationships between the variables. Qualitative data will be analyzed thematically to explore the
nuanced experiences and perspectives of stakeholders, with findings presented in direct quotes. This study will help in
suggesting how to address the challenge of scarcity of specialized learning materials and trained experts to support such
children with different types of learning disorders. More so it will propose how limited Access to diagnostic and therapeutic
services which makes it hard to detect and manage learning disorders will be addressed. It will propose how to create
awareness and understanding relating to learning disorders.

viii
 CHAPTER ONE

INTRODUCTION
1.0 Introduction
This chapter covers the background to the study, statement of the problem, purpose of the study,
objectives as well as the research questions, justification, scope, limitations and delimitations of
the study. Finally, it equally focuses on the assumptions made by the researcher regarding
the study and the unique terms used in the study.

1.1 Background to the Study

In the educational realm, one of the most important elements is academic performance
(Garbutt, 2018). An educational system's effectiveness depends not just on its capacity to transfer
academic knowledge but also on how well it enhances students' general well-being and desire to
study (York et al., 2019). Grigorenko et al. (2020) have analyzed students' learning goals in detail
to pinpoint the main obstacles that stand in the way of their academic goals. They established
that students who set specific learning goals often realize well academic outcomes. This is the
reason that learning goals emphasize grasping new skills besides knowledge, which can
contribute to a better understanding of the topic of interest and enhanced performance of the
learners.

The term "learning disorders" (LDs) is frequently used to describe a variety of conditions that
might interfere with verbal and/or nonverbal knowledge acquisition, organization, retention,
understanding, or application (National Center for Learning Disorders, 2020). Individuals who
have learning disorders experience unique difficulties in learning but possess normal or above-
average intellect. Furthermore, a cultural difference, emotional disorder, or poverty cannot be
linked to a learning disorder (Afzal, 2019).

With incidence rates that vary across nations, learning disorders impact a significant fraction of
the student population globally. According to Schiller (2023), one in seven people worldwide, or
around 15% of the population, suffer from a learning disorder. According to the National Center
for Learning Disorders (2020), one-fourth of kids in the United States are classified as having a
particular learning disorder. Estimates of prevalence rates of about 10-15% in the UK and 5–10%

9
contributes to decreased motivation and academic performance among affected learners. Studies
such as Agbofa’s (2023) in Ghana, confirm that low comprehension levels are a significant
challenge
in Canada indicate that learning disorders also affect a sizeable percentage of pupils in both
affecting
academic countries (Department for Education, 2020; Government of Canada, 2020). In Greece,
performance,
reflecting epidemiological data propose that 50% of children in special education schools are diagnosed with
similar issues learning disorders and 80% with reading difficulties (Sofologi, et al., 2022). Although the
in African
educational incidence rates of learning disorders vary, the obstacles encountered by people with these disorders
contexts. This are consistent; they include problems with the gathering, organizing, remembering, understanding,
underscores or applying verbal and/or nonverbal information that are linked to academic tasks including
the urgent
need for writing, math, and reading.
improved awareness and recognition of learning
disorders. In many African countries, including Kenya, the prevalence of learning disorders among young
Afeti and
students often goes unrecognized and inadequately addressed (Lombardi, et al., 2021). Teachers
Nyarko
(2017) frequently lack the necessary understanding and knowledge to identify and support learning
further
illustrate challenges, leading to under-identification and insufficient intervention. For instance, in junior
those elementary schools, children up to 9 years old may exhibit signs of learning disorders but may not
students with
attention- receive formal identification or support (Margolis, et al., 2020). This gap in recognition

deficit/hyperactivity disorder (ADHD) perform worse academically compared to their peers,

emphasizing the need for effective interventions. These studies indicate that there is a critical need
for heightened awareness among teachers and parents, better identification processes, and targeted
interventions to support students with learning disorders.

In Kenya, due to a number of issues including low awareness, insufficient screening methods, and
the stigma attached to learning disorders, there is a shortage of information especially on
the incidence of students with learning problems. Kenya is in the process of realizing a new
curriculum named Competency based Curriculum (CBC). Coupled with benefits accumulated
from education like promotion of distinct welfare and acquisition of skills and competences to
contribute implicitly to the economy and society as a whole, the Kenyan government continues to
finance profoundly this system of education.

10
Furthermore, as required by the Children's Act (2001) and the Disability Act (2003), 2 0 1 0
C o n s t i t u t i o n , Kenya's current policy provisions mostly concentrate on conventional
categories of impairments, such as hearing impairment, visual impairment, mental handicap,
and physical handicap (Nthenge,
2017). Sadly, this restricted emphasis ignores the substantial obstacles that kids with learning
problems must overcome, which leaves gaps in the support and intervention resources available.
Learning disorders have a significant effect on academic achievement, especially when it
comes to memory recall difficulties. The academic progress of children diagnosed with
learning problems is generally negatively impacted by challenges related to memory retention,
understanding, and following instructions (Sofologi, et al., 2022). The inadequacies in policy
provisions and the frequency of memory recall difficulties among students with learning
disorders highlight the pressing necessity for research and policy reforms aimed at successfully
addressing these concerns and improving academic achievements for impacted children in Kenya.

The school system's provision for children with special needs in Homa Bay County, Kenya,
frequently ignores important categories of disability, especially learning disorders, despite their
crucial significance. The quality, equity, and accessibility of the education and training given to
the county's special needs children are significantly impacted by this narrow focus (Odhiambo
et al., 2024). Because of this, getting the right help and interventions can be extremely difficult
for children with learning disorders, which can have a detrimental effect on their academic
achievement. The lack of research on how learning disorders affect academic achievement in
Homa Bay County exacerbates the challenges experienced by students with LD, even in spite
of attempts to enhance education for kids with disabilities. In light of this, the current study
investigates the effects of psychosocial support interventions on academic performance of
grade three pupils with learning disorders in Homa Bay County, Kenya.

1.2 Statement of the Problem

Quality education is crucial for child development, self-empowerment, and social integration. In
Kenya, despite initiatives like inclusive education and the Free Primary Education (FPE) program
aimed at enhancing access and participation for all children, many of them still face barriers,
particularly those with disabilities. Despite the existence of the Children’s Act, (2001); Disability
Act (2003) and the Constitution of Kenya (2010), there is still a gap as the Ministry of Education

11
tends to focus more on other disorders, neglecting categories of learning disorders - dyslexia,
dyscalculia, dysgraphia, and auditory and visual processing deficits (Garbutt, 2018). These policies
on inclusive education also encounter several challenges in their implementation due to the scarcity
of specialized learning materials and trained experts to support such children with different types
of learning disorders. More so, limited Access to diagnostic and therapeutic services that also
makes it hard to detect and manage learning disorders early is evident across many schools in
Homa Bay County. Consequently, many children with learning disorders in Homa Bay County
do not receive the necessary support to excel academically. Many of the disorders remain
undiagnosed and this may have serious consequences such as the risk of school dropout, and
aggression or some may turn to drugs as a means of coping as confirmed by Gordon, Reschly, and
Sutherland, (2020).

A study by Orwa (2019) explored the influence of school-based factors on the academic
performance of learners with physical disabilities within Homa Bay County but did not address
the prevalence of learning disorders in the region. Okoth (2014) also established that parental
involvement in the education of learners with disabilities in Kenya is frequently minimal,
leading to inadequate support for their educational needs, a situation likely affecting Homa Bay
County as well. Ongeko et al., (2018) have examined various aspects of learning
disorders and educational interventions. However, these studies have primarily focused on
general interventions without delving deeply into specific types of support. They do not
address any specific psychosocial support, such as teachers' reassurance and follow-ups that can
have positive effects on the academic performance of Grade Three pupils with learning disorders.
It is clear that if psychosocial support is not offered to these pupils with learning disorders, then
dismal performance in class as well as increased school dropout rates plus extreme mechanisms
such as drug dependence among such pupils with learning disorders will continue to be witnessed
in Homa Bay County.

The proposed study will fill the gaps by establishing the prevalence of learning disorders among
Grade Three pupils in regular schools in Homa Bay County and determining the level of
awareness of learning disorders among teachers and parents in the region. It will also examine
how effective teachers' reassurance and follow-ups are on the academic outcomes of these pupils
with learning disorders. This research will therefore offer crucial insights into the effectiveness

12
of specific support mechanisms and inform more effective intervention strategies tailored to the
needs of these students.

1.3 Research Objectives

1.3.1 Main Objective

The main aim of this study will be to investigate effects of psychosocial support interventions on
academic performance of grade three pupils with learning disorders in Homa Bay County, Kenya.

1.3.2 Specific Objectives

This study seeks to:

i. Assess the prevalence of dyslexia, dyscalculia and dysgraphia among Grade Three pupils
in regular schools in Homa Bay County.
ii. Determine the level of awareness of dyslexia, dyscalculia and dysgraphia among teachers
and parents in Homa Bay County.
iii. Examine the effects of teachers' reassurance on the academic performance of Grade
Three pupils with dyslexia, dyscalculia and dysgraphia in Homa Bay County.
iv. Investigate(Analyze) the effects of follow-ups on the academic performance of Grade
Three pupils
with dyslexia, dyscalculia and dysgraphia in Homa Bay County.
1.4 Research Questions
i. To What extent is the prevalence of dyslexia, dyscalculia and dysgraphia among Grade
Three pupils
in regular schools in Homa Bay County?
ii. What is the level of awareness of dyslexia, dyscalculia and dysgraphia among teachers and
parents in Homa Bay County?
iii. In which ways does teachers' reassurance of Grade Three
pupils with dyslexia, dyscalculia and dysgraphia affect their performance?
iv. How do follow-ups affect the academic performance of Grade Three pupils with dyslexia,
dyscalculia and dysgraphia in Homa Bay County?

1.5 Justification of the Study

This study is justified by the pressing need to understand and address the effects of psychosocial
support interventions on the academic performance of Grade Three pupils with learning disorders

13
in Homa Bay County, Kenya. Despite valuable insights from broader research, significant gaps
remain in understanding the specific challenges faced by Grade Three pupils in this region, which
necessitates localized investigation.

While studies from affluent nations such as the US and the UK have highlighted the detrimental
effects of learning impairments on academic performance (Afzal, 2019; Arnold et al., 2020;
Grigorenko et al., 2020), similar challenges in Sub-Saharan Africa have resulted in poorer
academic outcomes and higher dropout rates among students with learning disorders (Emami et
al., 2019). However, research focusing specifically on Homa Bay County is scarce, leaving a
critical gap in the literature.

This research aims to address these gaps by examining several key aspects: the prevalence of
learning disorders among Grade Three pupils in Homa Bay County, the level of awareness of these
disorders among teachers and parents, and the effectiveness of psychosocial support interventions
such as teachers' reassurance and follow-ups. The study aligns with both national and international
development priorities. The Sustainable Development Goals (SDGs), particularly Goal 4: Quality
Education (SDG, 2019; Boeren, 2019), emphasize the importance of inclusive and equitable
education for all students, including those with learning challenges. Kenya's Vision 2030 also
highlights the need for educational reforms to ensure equitable access to quality education.

Additionally, the study addresses the critical issue of insufficient and fragmented data on children
with disabilities and special needs in Kenya. Reliable data is crucial for planning and improving
support services. By providing evidence-based insights into the prevalence of learning disorders,
the level of awareness among educators and parents, and the impact of psychosocial support
interventions, this research aims to contribute to evidence-based policy changes.

In summary, this study's focus is on the effects of psychosocial support interventions on the
academic performance of Grade Three pupils in Homa Bay County and addresses significant
gaps in existing research. Its findings will offer valuable information to guide policy and
practice, ultimately enhancing educational outcomes and fostering a more inclusive learning
environment for all.

1.6 Significance of the Study

14
The study on the effects of psychosocial support interventions on the academic performance of
Grade Three pupils with learning disorders in Homa Bay County is of significant importance to
various stakeholders. For policymakers, this research will provide crucial data on the prevalence
of learning disorders and assess the effectiveness of psychosocial support interventions, such as
teachers' reassurance and follow-ups. This information will be instrumental in designing targeted
policies and resource allocation strategies to enhance support systems for affected students. By
identifying specific needs and gaps in current educational practices, policymakers can develop.

The County Government of Homa Bay will benefit from the study's insights by gaining a clearer
understanding of the extent of learning disorders in local schools and evaluating the effectiveness
of existing support mechanisms. This knowledge will aid in designing and implementing localized
educational strategies, including the allocation of resources and the organization of training
programs for educators. Enhanced data on psychosocial support interventions will enable the
County Government to address these challenges more effectively and to develop community
outreach initiatives that support affected pupils and their families.

Parents, teachers, and community members will directly benefit from the research findings, as they
will gain valuable insights into how psychosocial support interventions affect academic
performance. Parents will better understand the challenges their children face and the available
support, which will empower them to advocate more effectively and collaborate with educators.
Teachers will receive guidance on implementing effective psychosocial interventions, improving
their ability to support students in the classroom. Additionally, the broader community will become
more informed and supportive, fostering a more inclusive environment for children with learning
disorders.

Researchers and other scholars will find the study valuable for filling existing gaps in the literature
by providing evidence on the impact of psychosocial support interventions. The research will
serve as a foundation for further exploration of effective strategies and interventions, contributing
to the broader body of knowledge on supporting students with learning disorders. Overall, the
study’s focus on psychosocial support interventions will offer essential insights that benefit
policymakers, the County Government, educators, parents, the community, and the
academic research community, ultimately supporting the development of more effective and
inclusive educational practices.

15
CBC curriculum focuses on developing competencies in learners through a learner-centered
approach. It emphasizes critical thinking, problem-solving, and practical skills. For pupils with
learning disorders, CBC can provide tailored learning experiences that cater to their individual
needs, helping them to better understand and engage with the material.

Psychosocial Support Interventions aim to handle the emotional and social needs of the learners.
For individuals with learning disorders, psychosocial support can help them cope with the
challenges they face, build self-esteem, and develop resilience. This support can come from
teachers, counselors, and peers.

When combined, CBC and psychosocial support interventions can create a more inclusive and
supportive learning environment. The CBC provides the structure and content, while psychosocial
support ensures that pupils with learning disorders receive the emotional and social backing they
need to succeed academically.

1.7 Scope of the Study

The scope of this study is focused on examining the effects of psychosocial support interventions
on the academic performance of Grade Three pupils with learning disorders in Homa Bay County,
Kenya. The sample size will be 380 respondents. The research aims to explore several key areas: the
prevalence of learning disorders among Grade Three pupils, the level of awareness about these
disorders among teachers and parents, and the effectiveness of psychosocial support
interventions, specifically teachers' reassurance and follow-ups.

To achieve this, a descriptive research design will be adopted in which both quantitative
and qualitative research methods will be utilized. Quantitative data will be collected through
structured questionnaires administered to Grade Three pupils, teachers, and counselling and
guidance teachers. This will provide statistical insights into the prevalence of learning disorders
and the impact of psychosocial interventions. Qualitative data will be gathered through semi-
structured interviews with parents or guardians of Grade Three pupils, county-level educational
policymakers, and educational psychologists who specialize in learning disorders. This approach
will offer in-depth perspectives on the effectiveness of psychosocial support interventions and
the awareness levels among stakeholders.

The study will be confined to a specific academic year for Grade Three pupils within Homa Bay
16
County. This localized focus is intended to provide a detailed and context-specific understanding
of how learning disorders affect academic performance in this geographical area. By concentrating
on this particular setting and time frame, the research aims to offer actionable insights and
recommendations that are directly relevant to the local educational environment. The study will
focus on 19 public primary schools.

1.8 Limitations of the Study

The possibility of bias in the self-report measures employed to evaluate academic achievement
and learning problems is one possible drawback of this study. To address this, the researcher
will provide a private, encouraging setting and stress the value of anonymity in promoting
truthful and accurate self-reporting. Because they will know that their answers will be anonymous,
participants will feel more comfortable sharing their experiences without worrying about
criticism or negative consequences pupils will also be respondents in the study.

While grade three students at public primary schools in Homa Bay County, Kenya, are the specific
subject of this study, it is vital to remember that not all educational environments will benefit
equally from the findings. The results of this study may not be as generalizable to other areas or
grade levels due to the unique demographic and geographic makeup of Homa Bay County and
the way the study's sample of just third-graders will be conducted. Different cultural backgrounds,
differing educational approaches, and socioeconomic circumstances in various regions may all
have an impact on how learning problems present and affect students' academic achievement.
When applying the study's findings to larger contexts, care will be taken to address this. However,
this research can offer important insights that could guide future studies in other areas or act
as a benchmark for comparison analyses by offering thorough descriptions of the study
population, methods, and conclusions.

1.9 Assumptions of the Study

The study holds the assumption that there is a heavy prevalence of learning disorders among
Grade Three pupils in regular schools in Homa Bay County. This supposition emphasizes the
knowledge that learning disorders can have a significant influence on academic development and
that afflicted individuals may need to retake years of school. The study also assumes that
the level of awareness of learning disorders among teachers and parents in Homa Bay County is

17
quite low.

Additionally, the study is predicated on the idea that teachers' reassurance in the academic
performance of Grade Three pupils with learning disorders in Homa Bay County has a positive
effect on their academic performance. This assumption highlights the positive relationship
between learning disorders and educational results by implying that changes in the
aforementioned independent factors directly affect changes in academic performance. Finally,
the study assumes that follow-ups on the academic performance of Grade Three pupils with
learning disorders have a positive effect on their academic output.

1.10 Operational Definition of Terms

Dyscalculia - a learning disorder that makes it difficult for children to understand basic arithmetic
operations, such as addition, subtraction, multiplication, and division (Kelly, 2020). The study
retained the same meaning because the researcher will try to find out how this difficulty in basic
arithmetic affects performance.

Dysgraphia is a learning disorder that affects an individual’s writing ability despite receiving
adequate instruction (Chung et al., 2020a). The study will adopt the same meaning as defined by
the author.

Dyslexia is a learning disorder, which mainly affects a child's ability to read, spell, and
write (McBride, 2019). The study will also retain the same meaning given by the author because
the study also looks at this disorder the same way.

Prevalence is a degree of frequency of an illness, or health situations of inhabitants of an area at

a definite time (Carroll, 2013). The study will adopt the same meaning as defined by the author.

Psychosocial support is a method of enabling resilience within people, families as well as groups
(Padmanaban & Subudhi, 2019). The study will adopt the same meaning as defined by the author.

Reassurance is a supportive tactic in counselling that inspires clients to have faith in themselves
in addition to the real likelihood of improvement (Horowitz & Strack, 2010). The same meaning
will be retained because will try to establish how it affects academic performance

18
 CHAPTER TWO

LITERATURE REVIEW
2.1 Introduction
This chapter covers a review of literature relevant to this study. The review is guided the objectives
of the study, namely; learning disorders and basic arithmetic operations; reading and writing;
and recognizing and spelling words. This chapter also covers the conceptual framework used in
the study, reflecting the relationships between the variables of the study. Also covered here is
the theoretical framework - theories used in the study.

2.2 Theoretical Review

2.2.1 Bronfenbrenner’s Ecological Systems Theory

The Ecological Systems Theory, developed by Urie Bronfenbrenner in 1979 and later renamed the
Bio ecological Systems Theory to emphasize the interaction between a child's biology and their
environment, provides a comprehensive framework for understanding human development
through the interaction of multiple environmental layers. The main assumption of
Bronfenbrenner’s theory is that multiple layers influence the human development of
environmental systems, and these systems interact with each other and with the individual. The
theory highlights that a child's development is shaped by the relationships and interactions within
these environmental layers, and changes or conflicts within any one layer can have ripple effects
throughout the others (Bronfenbrenner, 1979).

At its core is the microsystem, the innermost layer, which includes the immediate environments
such as family, school, and peers. Relationships within this layer are bidirectional, meaning
interactions between the child and these immediate environments directly influence and are
influenced by each other (Viola et al., 2021). Surrounding the microsystem is the mesosystem,
which focuses on the connections between different microsystems, such as the interplay between
a child's home life and their school environment. This interconnectedness is crucial because
experiences in one microsystem, like home, can impact experiences in another, like school
(Sadownik, 2023).

The ecosystem encompasses broader social systems that indirectly affect the child, such as parents'

19
workplaces and community resources. Although the child does not directly interact with these
systems, changes within them, such as economic shifts or community support, can influence the
child’s immediate environment (Yang & Sanborn, 2021). The macrosystem represents the
outermost layer, encompassing cultural values, societal norms, and laws that shape and influence
the conditions and experiences within the other systems (Bronfenbrenner, 1979). Finally, the
chronosystem adds the dimension of time, reflecting how changes and continuities over the child’s
life, such as shifts in family structure or educational policies, impact development. This temporal
perspective underscores how the timing and duration of environmental changes can varyingly
affect a child's growth and development (Viola et al., 2021).

However, applying Bronfenbrenner’s Ecological Systems Theory presents several challenges. The
complexity of interactions across various environmental systems can make it difficult to isolate
specific influences or design targeted interventions (Elliott & Davis, 2020). This complexity can
obscure the identification of precise factors affecting learning disorders and hinder the
development of focused strategies. Additionally, while the theory highlights the importance of
cultural and temporal contexts, operationalizing these concepts in empirical research can be
challenging, potentially complicating efforts to measure and address their impact effectively.

Despite these challenges, the theory offers significant strengths. One of its main advantages is the
emphasis on the bidirectional nature of relationships within the microsystem. This perspective
acknowledges that children are not passive recipients of environmental influences but active
participants who shape their surroundings. Furthermore, the theory’s recognition of the
interconnectedness of different environmental layers underscores the necessity of a supportive and
cohesive network of influences. This holistic view highlights the importance of a comprehensive,
integrated approach in fostering positive development and effectively addressing learning
disorders.

Bronfenbrenner’s Ecological Systems Theory provides a robust framework for understanding the
effects of psychosocial support interventions on the academic performance of Grade Three pupils
with learning disorders in Homa Bay County. This study will leverage the theory to address four
specific objectives by examining how various environmental layers interact to influence learning
disorders and academic outcomes.

20
To assess the prevalence of learning disorders among Grade Three pupils, the microsystem layer
will be critical. This layer includes direct interactions within the classroom and home
environments. By focusing on these immediate settings, the study will explore how daily
experiences and feedback from teachers and parents contribute to identifying and understanding
the prevalence of learning disorders among pupils. This approach will help uncover how these
interactions affect the recognition and reporting of learning difficulties in the educational setting.

The mesosystem layer, which focuses on the connections between different microsystems such as
home and school, will be used to determine the level of awareness of learning disorders among
teachers and parents. Effective communication between these environments is essential for
managing learning disorders. The study will investigate how well teachers and parents collaborate
and share information, and how this interaction influences their awareness and understanding of
learning disorders, ultimately affecting their ability to support affected students effectively.

For examining the impact of teachers' reassurance and the influence of follow-ups on academic
performance, the exosystem and macrosystem layers will provide valuable insights. The
exosystem, which includes broader social factors like community resources and educational
policies, will help assess how external supports, such as teacher reassurance and follow-up
interventions, influence academic performance. The macrosystem, encompassing cultural values
and societal norms, will offer context on how cultural attitudes toward education and disabilities
shape the effectiveness of these psychosocial interventions. By integrating these layers, the study
will reveal how both external resources and cultural perceptions affects the success of support
strategies and their effect on pupils' academic outcomes.

2.3 Review of Related Literature

2.3.1 An Overview of Learning Disorders

In children, learning disorders are defined as challenges in certain domains of learning, including
reading, writing, or math, even in the presence of normal levels of drive and intellect. The
symptoms that continue throughout the early grades are highlighted by Cortiella and Horowitz
(2014). These symptoms include trouble telling one letter from another or reversing words, letters,
or numerals. These conditions result from problems with focus, memory, or reasoning. They
impede learning, remembering, or applying knowledge or skills broadly, which in turn affects

21
academic achievement. Basic abilities like counting, letter and colour recognition, and literacy
acquisition can be difficult for kids with learning difficulties. A battery of academic and IQ tests
given by experts under predetermined standards is usually required for diagnosis. However, it
is crucial to critically examine this knowledge even if it sheds light on the characteristics
of learning impairments. First, depending on the precise criteria applied and the level of
knowledge of the specialists involved, the diagnosing process can be complicated and variable.
Though they are acknowledged as real disabilities, learning disorders might overlap with other
illnesses or environmental variables that could exacerbate scholastic difficulties.

Furthermore, the emphasis on diagnostic criteria and standardized testing may ignore a person's
unique characteristics and talents, which might result in an incorrect assessment of a child's skills
or an underestimate of them. The importance of comprehending and treating learning impairments
must thus be acknowledged, but it's also critical to approach diagnosis and intervention with a
thorough awareness of the child's particular needs and capabilities, promoting a holistic approach
to assistance.

Sofologi et al. (2022), who emphasizes the multidimensional character of LD and its effects on
children’s academic and socio-emotional well-being, give a thorough understanding of learning
disorders (LD). They stress that learning disorders (LD) can be acquired or inherited, and they
frequently cause academic challenges that are out of proportion to a child's intellectual capacity.
The writers also highlight the variety of internalized and externalized concerns that children
with learning disorders face, such as anxiety and depression disorders, problems with self-esteem,
challenges with socialization, and criminal conduct. Even while their viewpoint provides
insightful information on the difficulties experienced by kids with LD, it's important to evaluate it
critically to prevent oversimplification and acknowledge the range of skills and talents that these
people possess. Because a deficit-focused perspective on children with LD may obscure their
special abilities and untapped potential, it's important to emphasize. The rest of the review covers
four main areas namely; persistent difficulty in following instructions, low comprehension skills,
memory recall challenges, and attention deficits in Academic performance.

2.3.2 Prevalence of Children with Learning Disorders

The study conducted by Margolis et al. (2020) aimed to estimate the prevalence of Nonverbal
Learning disorder (NVLD) in children and adolescents across three independent samples from the
22
US and Canada. The research utilized data from the Healthy Brain Network (HBN), the Nathan
Kline Institute–Rockland Sample (NKI), and the Saguenay Youth Study (SYS), involving a total
of 2596 participants aged 6 to 19 years. The findings revealed that the prevalence of NVLD ranged
from 2.78% to 3.9%, translating to an estimated 3% to 4% of the population, or approximately 2.2
to 2.9 million children and adolescents in the US. Despite providing valuable insights into the
prevalence of NVLD, the study has several limitations. The samples were over-selected for
psychiatric disorders and maternal smoking during pregnancy, which may not represent the general
population. Additionally, having been conducted in the US and Canada, the findings may not be
entirely applicable to Homa Bay County, Kenya, due to differing socio-economic and educational
contexts. This highlights the need for localized research to address the specific challenges and
prevalence of learning disorders among Grade Three pupils in regular schools in Homa Bay
County.

In Kenya, the frequency of children with learning disorders and disabilities is a noteworthy
concern. According to a national survey, almost 11.4% of children within Kenya have some form
of disabilities otherwise special needs in education (Juma, 2018). This comprises several types of
learning disorders and neurodevelopmental cases. Another study of 2016 showed that
about 2.06% of the population is affected by such neurodevelopmental disorders. Efforts are
continuing to expand the value of education and support for such children, nevertheless challenges
for example stigma, discrimination, as well as lack of correct data still continue. A study by (Moyi,
2017) aimed to establish the population of individuals with disabilities, their distribution,
demographic as well as socio-economic characteristics. This study established that children with
such disabilities encounter weighty obstacles to education. This is because Schools are incapable
to avail services to such children having disabilities, and therefore making it hard for them to go
to school. Such children are less likely to register in school, go to school, and finish primary school.

The study conducted by Al-Qadri et al. (2021) focused on developing an effective observation tool
for assessing academic learning difficulties among primary school students in Sana'a City, Yemen.
The tool, consisting of 34 items, was validated through Exploratory Factor Analysis (EFA) and
Confirmatory Factor Analysis (CFA). The sample included 714 students aged 6 to 14 years. The
findings demonstrated that the tool effectively categorized learning difficulties into five distinct
groups based on observation scores. However, while the study provided a robust method for

23
assessing learning difficulties, it did not offer specific quantifiable data on the prevalence of
learning disorders among the students. Besides, the study does not address the actual prevalence
rates of learning disorders. This limitation is particularly relevant when considering its application
to other regions, such as Homa Bay County. There is a need for research that not only develops
assessment tools but also provides concrete data on the prevalence of learning disorders in Homa
Bay. Accurate prevalence data is essential for developing targeted interventions and support
strategies tailored to the specific needs of students in that region.

2.3.3 Level of Awareness of Learning Disorders among Teachers and Parents

Sawhney and Bansal (2014) studied the awareness of learning disorders among elementary school
teachers. Their descriptive and survey-based research was conducted on 50 elementary teachers
from schools in Chandigarh, with an average of 5-10 years of teaching experience. The researchers
developed a 20-item test to assess the basic awareness of learning disorders among these teachers.
The test included questions on the general meaning of learning disorders, their types, management,
and the concessions provided by the CBSE board to students with learning disorders. This test was
administered individually with clear instructions to the teachers. The findings indicated that
teachers had limited knowledge about learning disorders. The study recommended orientation
programs and workshops to help teachers effectively diagnose and address the needs of these
children.

Despite providing valuable insights, the study had several limitations. The small sample size of
50 teachers may not be representative of the broader population, limiting the generalizability of
the findings. Additionally, the study focused solely on teachers, neglecting the significant role of
parents in recognizing and supporting children with learning disorders. Many parents may also
lack awareness, which can hinder early diagnosis and intervention efforts. Therefore, future
research should include larger, more diverse samples and incorporate both teachers and parents
to provide a more comprehensive understanding of awareness levels regarding learning
disorders.

Many studies confirm that teachers usually have a reasonable level of awareness concerning
learning disabilities. Nevertheless, gaps exist in particular knowledge areas, such as recognizing
different learning disabilities such as dyslexia, dysgraphia, as well as dyspraxia (Agrawal &

24
Shukla, 2015). Training and professional improvement are critical to cultivating this awareness.
Other Studies indicate that basic schoolteachers have an ordinary level of awareness relating to
conditions such as dyslexia, dysgraphia, as well as dyspraxia. There is habitually no noteworthy
difference in the level of awareness among teachers as per their years of experience or the nature
of work. Teachers play a central role in detecting learning disabilities using curriculum-based
assessments as well as adjusting their teaching methods accordingly. Cooperation between parents
and teachers is important for better results for children with learning disabilities. Nevertheless,
there are challenges, like the lack of a widespread framework controlling this collaboration. Both
teachers as well as parents repeatedly require more training to offer support to children with
learning disabilities (Mehta, 2006). Consolidation of communication as well as outlining flawless
expectations for each other’s roles can improve collaboration amongst parents and teachers.
Increasing awareness and adequate training plus resources for both teachers and parents are
essential stages towards better supporting children with learning disabilities.

The study by Garbutt (2018) investigated teachers' awareness and support for learners with
learning disorders to promote effective inclusive education in public primary schools in Trans-
Nzoia County, Kenya. The research revealed that while teachers were moderately aware of
learning disorders (59.5%), the support needed (58.9%), and t h e administrative support
available (61%), this awareness did not translate into effective inclusive education due to inadequate
support from school administrations. Implementation of inclusive education was low, at 46.0%.

The study recommended training for teachers, improved infrastructure support from school
administrations, and curriculum changes to address the needs of learners with learning disorders.
These findings, while insightful, highlight limitations such as being region-specific and not
quantifying the exact prevalence of learning disorders. Consequently, similar localized research is
necessary to evaluate the level of awareness and the effectiveness of existing interventions in
different contexts, such as Homa Bay County, to address the unique challenges faced by learners
with learning disorders.

2.3.4 Teachers' Reassurance and Academic Performance of Children with Learning

Disorders
A study conducted in Ibadan by Lazarus and Adekanmi (2014) critically examined the impact of
psychosocial support interventions on students with learning disabilities, highlighting that such

25
challenges extend beyond academic performance to affect social relationships, vocational
outcomes, and transitions to adulthood. The study focused on how guidance counsellors employ
research-based interventions, including reassurance and continuous support, to bridge the
performance gap between students with learning disabilities and their peers. Findings indicated
that these interventions significantly improve academic performance; however, limitations include
reliance on existing literature, which may not capture recent developments or regional differences,
and potential biases in case studies that may affect the generalizability of the results. The study
recommends a more tailored approach to counselling, emphasizing consistent reassurance and
follow-up strategies, while also suggesting further research to address these limitations and refine
intervention practices.

Theuri and Mutisya (2021) conducted a study on alcohol and drug abuse as predictors of risk-
taking behavior among secondary school students in Kajiado North Sub-County, using Ecological
Systems Theory to analyze how various environmental factors influence adolescents. Employing
a descriptive survey of 267 students and 15 principals from 15 public secondary schools, the study
utilized stratified proportionate and total population sampling techniques, with data gathered
through questionnaires and interviews. The findings indicate that alcohol and drug abuse is linked
to poor family stability, negative peer influence, and weak societal and governmental responses,
leading to increased risky behaviors. This study underscores the importance of supportive
environments, including the role of teachers, in addressing risky behaviors, which is relevant to
understanding how teachers' reassurance can impact academic performance among Grade Three
pupils with learning disorders. However, the study's focus on secondary school students and
specific regional factors limit its direct applicability to younger children and different geographic
contexts, such as Homa Bay County.

2.3.5 Follow-Ups and Academic Performance of Pupils with Learning Disorders

Rosário et al. (2015) assessed the impact of five distinct homework follow-up practices, checking
completion, answering questions, oral checking, checking on the board, and collecting and
grading, on student performance in English as a Foreign Language (EFL) classes. Over six weeks,
26 EFL teachers used one practice each week, and students' performance was evaluated via an
EFL exam. The study found that oral checking, board checking, and grading positively influenced
student performance, with effects moderated by prior knowledge but not by the frequency of

26
follow-ups. While these findings highlight the potential benefits of specific follow-up practices,
they have limitations when applied to younger pupils with learning disorders. The study's focus on
older EFL students and the lack of consideration for individual learning needs limit its applicability
to Grade Three pupils with learning disorders. Additionally, the exclusive use of EFL performance
and the short duration of the intervention may affect the generalizability of the results. Future
research should explore follow-up practices tailored to younger students with learning disorders,
incorporating a wider range of academic outcomes and longer intervention periods.

A study by Oduor et al., (2024) that aimed to find out the effect of parent-teacher corporation on
the academic performance of pupils with Learning disorders (LD) within public primary schools
in Migori County, Kenya, established that active collaboration amongst parents and teachers
meaningfully improved academic performance. This study was guided by Constructivist Theory.
The study determined a constructive correlation between parent-teacher collaboration about the
academic performance of pupils with LD. It concluded that such efforts helped to elevate academic
achievement. In the leadership part, head teachers should be at the front in briefing both teachers
and parents on the deep consequences of parent-teacher teamwork for the academic performance
of such pupils with disorders. Correspondingly, teachers and Ministry of Education administrators
in the county need to create time to meet the parents and teachers to sensitize them about LD and
their needs to improve the learning outcomes of such learners.

A study by Wangila et al. (2023) aimed to investigate the effects of psychosocial interventions on
the growth of adolescent students in public secondary schools in Trans-Nzoia County, using Social
Cognitive Theory. This study used Cognitive Theory to understand behavioral acquisition and
maintenance within a social context. The research employed a descriptive design and targeted
239 secondary schools, sampling 116 using Nassiuma's formula, with data collected through
structured questionnaires, document analysis, interviews, and observation. Findings indicated
that psychosocial interventions positively influence student growth, addressing issues such as
depression, anxiety, and substance abuse, with a significant correlation (β=0.295, p=0.000)
between these interventions and student development. While the study provides valuable
insights into the role of psychosocial support in addressing various adolescent challenges and
highlights the effectiveness of such interventions, its applicability to Grade Three pupils
with learning disorders is limited. The focus on secondary school students and the broader

27
developmental outcomes may not directly translate to younger children who are at different
developmental stages and may experience distinct learning a n d emotional challenges.

Furthermore, the use of general sampling techniques and the inclusion of a diverse array of
psychosocial issues may not specifically address the nuanced impacts of follow-ups on academic
performance in younger pupils with learning disorders. Future research could benefit from a
targeted approach, focusing on younger students and examining the specific effects of follow-ups
within the context of learning disorders.

2.4 Existing Research Gap

The literature review reveals critical research gaps in understanding learning disorders, particularly
concerning geographical, population, and methodological aspects. Studies such as Margolis et al.
(2020) and Al-Qadri et al. (2021) provide valuable insights into prevalence and assessment tools
in North America and Yemen but fail to address the specific socio-economic and educational
contexts of Homa Bay County, Kenya. Margolis et al. (2020) focused on Nonverbal Learning
Disorder (NVLD) in North America, leaving a gap in prevalence data relevant to Kenya, while Al-
Qadri et al. (2021) developed an assessment tool without offering region-specific prevalence rates.
Additionally, research by Vinokur (2019), Sawhney, and Bansal (2014) primarily addresses
older or different educational contexts, which limits applicability to younger populations like
Grade Three pupils. Methodological limitations such as small sample sizes and region-specific
focuses further constrain the generalizability of findings. To address these gaps, the proposed study
will concentrate on Grade Three pupils in Homa Bay County, using larger and more diverse
samples and incorporating perspectives from both teachers and parents. This approach aims to
provide localized, actionable data on prevalence, awareness, and effective interventions tailored
to the unique educational and socio-economic context of Homa Bay County.

2.5 Conceptual Framework

The conceptual framework guiding this study investigates the impact of psychosocial support
interventions on the academic performance of Grade Three pupils with learning disorders in Homa
Bay County. The framework incorporates independent variables such as the prevalence of learning
disorders, awareness levels about these disorders, teacher reassurance, and follow-up practices.
This is summarized in Figure 2.1.

28
Figure 2.1 Conceptual Framework

The prevalence of learning disorders, including attention and concentration difficulties, can
significantly influence academic performance by disrupting learning processes. Awareness
Levels among parents and teachers regarding learning disorders and their ability to identify and
address these issues affect the effectiveness of interventions. Additionally, teacher’s reassurance
and follow-up practices are critical components of psychosocial support that influence
students’ academic outcomes. Teacher’s reassurance, encompassing feedback, student
engagement, and performance scores, helps boost students' self-esteem and confidence, while
follow-up practices, including frequency, types, and content covered, ensure ongoing support
and adjustment of Intervening variables such as government policies, the school environment,
and the home environment play a pivotal role in moderating the effects of the independent

29
variables on academic performance. Government policies influence the availability and quality of
resources and support systems for managing learning disorders, affecting the implementation
of psychosocial interventions. A supportive school environment with adequate resources and a
positive climate enhances the effectiveness of teacher reassurance and follow-up practices.
Likewise, a conducive home environment characterized by parental involvement and a
supportive atmosphere complements school-based efforts and reinforces the impact of
psychosocial interventions.

The dependent variables in this framework are measures of academic performance, including
performance levels, reading proficiency, standardized test scores, and achievement of learning
objectives. These outcomes reflect the effectiveness of psychosocial support interventions and the
interaction between the independent and intervening variables. By examining these variables, the
study aims to assess how psychosocial support, including teacher’s reassurance and follow-up
practices, influences academic performance and identifies key areas for improving educational
outcomes for Grade Three pupils in Homa Bay County. This structured approach provides a
comprehensive understanding of the factors contributing to academic success and guides targeted
interventions to enhance learning experiences for students with learning disorders.

30
 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter provides a comprehensive overview of the research methodology, including research
design, target population, sample size and procedure, data collection procedure, validity and
reliability, data analysis, and ethical considerations. It establishes a solid foundation for conducting
the study and ensures the integrity and validity of the research findings.

3.2 Research Design

The study will employ a mixed methods research design, which will integrate both qualitative
and quantitative approaches to provide a more comprehensive view of the research problem. These
will involve interviews, focus group discussions and content analysis. More so, the quantitative
approach will involve the collection of numbers and measurable forms of data through
questionnaires. The researcher will specifically use the Convergent Parallel approach of the mixed
methods, which will involve collecting and analyzing both qualitative and quantitative data
simultaneously to compare and contrast results.

This type of research provides a quick overview of the state of affairs at the time and
investigates the frequency, distribution, and correlations between variables (Siedlecki, 2020).
The study focuses on investigating the impact of learning disorders on the academic performance
of grade three students in Homa Bay, Kenya. Specifically, the research will concentrate on the
low comprehension skills, attention deficits, low persistence, and memory recall difficulties that
are associated with learning disorders.

Mixed methods research design is equally recommended by Creswell and Creswell (2022) who
have reiterated that it provides a quick overview of the state of affairs at the time and investigates
the frequency, distribution, and correlations between variables. It is therefore well suited to provide
a comprehensive account of the consequences of learning disorders for the academic performance
of grade three students in Homa Bay County, Kenya. Second, mixed methods research design is
crucial for identifying possible risk factors and protective variables and comprehending the

31
intricate interactions between learning problems and academic achievement. This research
approach also generates ideas and directs additional study into the underlying processes of
psychosocial support interventions on academic performance of grade three pupils with learning
disorders in Homa the Bay County, Kenya, laying a strong foundation for future investigations.
Finally, the descriptive research design adds to the existing knowledge on this subject by
enabling comparisons with previously published works and research findings from various
contexts.

3.3 Study Area

3.3.1 Location of the Study Area

The study will be conducted in Karachuonyo North Sub-County, Homa Bay County, situated in
south-western Kenya along the shores of Lake Victoria, Africa's largest freshwater lake. Homa
Bay County, covering an area of 4,267.1 km2, is geographically diverse, bordered by Kisumu and
Siaya Counties to the north, Kisii and Nyamira Counties to the east, Migori County to the south,
and the Republic of Uganda to the west. The county's administrative headquarters lie at 0.52°
South latitude, 34.45° East longitude, with an elevation of 1166 meters above sea level (Appendix
3). With an estimated population of 963,794 (KNBS, 2019), Homa Bay County is home to a
significant portion of Kenya's inhabitants, distributed across its eight sub-counties: Ndhiwa,
Rachuonyo North, Rangwe, Rachuonyo East, Rachuonyo South, Mbita, Suba, and Homa Bay
(Ogweno, 2020).

The region experiences varying levels of precipitation, with southern areas receiving the highest
amounts, around 1750 mm annually, while northern areas closer to Lake Victoria receive 1000-
1250 mm per year (Ongeko, Mugalavai, & Obiri, 2018). The climate remains consistently warm
throughout the year, with precipitation distributed evenly, albeit slightly higher during the first wet
season (January-June). However, the county faces challenges such as intense precipitation, heat
stress, and occasional dry spells, posing risks to agricultural activities, which are a major source
of livelihood for the local population.

Despite the county's economic potential, poverty remains pervasive, with a staggering 77.9% of
the population living below the poverty line, significantly higher than the national average of 52%
(KNBS, 2019). This high poverty rate reflects the socioeconomic challenges faced by residents,

32
including limited access to education, healthcare, and basic amenities. For children with learning
disorders in Homa Bay County, poverty exacerbates the already significant barriers to academic
success. Limited resources and support services hinder their ability to receive proper diagnosis,
intervention, and educational accommodations, leading to unmet needs and compromised
academic performance.

Major economic activities in Homa Bay County include fishing, agriculture, and trade. Fishing
plays a central role in the local economy, given the county's proximity to Lake Victoria,
while agriculture, including subsistence farming and cash crop cultivation, provides livelihoods
for a significant portion of the population. Trade and small-scale businesses also contribute
to the county's economy, albeit to a lesser extent. In light of these economic realities, the study's
focus on the influence of psychosocial support interventions on the academic performance of
grade three pupils with learning disorders in Homa Bay County, Kenya gains significance.
By examining how poverty intersects with learning disorders, the study aims to highlight the
urgent need for targeted interventions and support systems to address the unique challenges faced
by vulnerable children in this context.

3.3.2 Justification of Study Area

Karachuonyo North Sub-County has been meticulously chosen as the study area due to its
significance in understanding the impact of learning disorders on the academic performance
of grade three pupils in Homa Bay County, Kenya. This selection is driven by the critical
need to address the challenges faced by pupils with learning disorders within the county's
educational landscape. By focusing on Karachuonyo North, the study aims to provide valuable
insights into the specific factors influencing academic outcomes in this region, shedding light on
the prevalence and effects of learning disorders on grade three pupils.

The decision to concentrate on this sub-county underscores the importance of addressing

educational disparities and ensuring equitable access to quality education for all learners,
especially those with learning disorders. Through this targeted approach, the study seeks to
not only identify barriers to academic success but also to propose tailored interventions and
support mechanisms to improve educational outcomes for grade three pupils with learning
disorders in Homa Bay County. Thus, Karachuonyo North Sub-County serves as a strategic

33
focal point for examining the effects of psychosocial support interventions on the academic
performance of grade three pupils with learning disorders, ultimately aiming to inform
evidence-based policies and interventions to enhance educational equity and inclusivity in the
region.

3.4 Target Population

The parents/guardians of third-grade children from 6 primary schools selected in Karachuonyo

North Sub-County, Homa-Bay County, Kenya, along with their instructors and school
administrators, will make up the main target population of 792. There are approximately 384 Grade
Three pupils in the 6 primary schools selected in North Karachuonyo plus 24 teachers who
will make a population of 792 respondents. The guardians/parents of these children will
be sampled based on the total population of the grade three children from the selected schools.
The pupils will also form part of the target population. As per Creswell and Creswell (2022), the
target population is the group from which the study participants will be drawn. Selecting a
sample of third-graders is essential since this grade is a turning point in a child's educational
path. To effectively intervene and provide help, it is important to comprehend how learning
challenges affect academic achievement at this level. Involving educators and school
administrators also yields important information regarding instructional methodologies,
classroom dynamics, and learning disorder management tactics.

The study will also consider key respondents to the survey. This will encompass parents
or guardians of third-graders, county-level educational policymakers, and educational
psychologists who assist kids with learning disorders. Including parents or guardians not
only provides educational policymakers and psychologists with a larger context and
prospective routes for professional intervention and policy reform but also enables insight into
home settings and support networks. To guide targeted treatments and policy choices, the
study intends to give complete insights into the intricacies of psychosocial support interventions
on the academic performance of grade three pupils with learning disorders in the local context
by focusing on these crucial responses.

3.5 Sample Size

Sampling is a crucial aspect of research, involving the selection of a subset of subjects from

34
 푁
푛=
a larger population. Kothari, (2014) views a sample as a 1 + 푁 (푒) 2 portion of the entire
population selected from a target population. It makes it possible for the researcher to get results
from a section of the population and make use of it to take a broad perspective of the whole
population. A sample size of the respondents will be determined using the Yamane method at a
95% confidence level where “e” is 0.05. This will involve deliberate choice of the respondents
(the teachers) according to their ability to elaborate much more on a specific topic, view, or
tendency that has been used to acquire the needed sample from the target population.
Using the Yamane formula the sample size will be 266.
“Where “n” = Sample Size; “N” = Population; “e2” = precision level.

Table 3.1 Sample Size

Respondents Population Sample

Subject Teachers (Reading, Writing and Mathematics) 18 18

Parents / Guardians and Grade Three Pupils 768 242

Counselling and Guidance Teachers 6 6

792 266

3.4.1 Sampling Techniques

Sampling denotes the process of picking some people or items from a target population in a way
that the selected/picked group or sample is made up of that is representative of the
characteristics found in the whole population (Creswell & Creswell, 2022). This process therefore
involves selecting a suitable or representative part of the population to take part in a study. The
study will use a purposive sampling technique to select the key informants from the
different Schools, to get the necessary sample from the population. Under this technique,
respondents are chosen “on purpose,” not randomly. This is because they possess
characteristics that the researcher needs in the study sample. This sampling technique is also
known as judgmental sampling or selective sampling because the Researchers will use their
knowledge to choose specific participants that will help the study meet its goals.

35
In this study, the key informants will be the head teachers, class teachers, and guidance
counselling teachers. The choice will be based on the key roles they play in their schools and
will, therefore, be in a position to offer important information needed for this study.

3.6 Research Instruments

These are the tools researchers use to gather data in the research activity as Kothari (2014) put it.
The popular data collection instruments in research are interviews, questionnaires, written focus
groups, and observation. In this study, the researcher will use questionnaires as instruments for
data collection. This is because questionnaires have certain advantages owing to the nature of
the data that will be collected, and the sample involved.
3.5.1 Questionnaire
The questionnaire is a pivotal tool for data collection in this study, owing to its cost-effectiveness,
efficiency in time management, and ability to reach a large population. Its versatility lies in its
capacity to maintain respondent confidentiality while gathering diverse perspectives. The
questionnaire will comprise closed-ended questions organized into five distinct parts to ensure
comprehensive data collection while maintaining clarity and focus.

Part A of the questionnaire will contain general information, setting the groundwork for
understanding respondents' backgrounds. Subsequently, Part B will delve into persistent
difficulties in following instructions, probing the extent and nature of these challenges among
grade three pupils. Part C will concentrate on assessing low comprehension skills, and exploring
the factors contributing to comprehension difficulties in academic settings. Part D will
specifically address memory recall challenges, aiming to elucidate the impact of such obstacles
on academic performance. Finally, Part E will center on attention deficits, seeking to understand
the prevalence and effects of attention-related issues among grade three pupils.

Ethical considerations are paramount in administering the questionnaire, particularly given the
young age of the target participants. Informed consent will be obtained from parents or guardians
of the grade three pupils before their involvement in the study. The consent form will outline the
purpose of the research, the voluntary nature of participation, and the assurance of confidentiality.
Additionally, parental or guardian guidance will be encouraged during questionnaire completion
to ensure comprehension and accuracy, thus upholding the ethical standards of the study.
36
3.5.2 Interview Schedule
To conduct a more thorough investigation of the effects of psychosocial support
interventions on the academic performance of grade three pupils with learning disorders in
Homa Bay County, Kenya, interview guidelines will be used to lead talks with important
respondents. The use of oral interviews offers a significant advantage in terms of obtaining
perspectives from people who would not have been included in the sampling procedure, hence
augmenting the comprehensiveness of the data (Siedlecki, 2020). The experiences and
viewpoints of parents or guardians, educational policymakers, and educational psychologists
about learning difficulties and academic performance will be better understood thanks to these
interviews. Open-ended discussions allow the researchers to get rich qualitative information
that enhances and supplements the quantitative results they acquire from other data-gathering
techniques, such as surveys and evaluations. Furthermore, interviews give participants a forum
to share their ideas, worries, and recommendations, which yield insightful information that, may
be used to improve practices, policies, and treatments targeted at helping students with learning
disorders succeed academically.
3.7 Pilot Study
This is a preliminary study carried out before a proposed research project. It helps the researcher
to test various aspects of the research, including data collection tools and research questions. The
pilot study also allows the researcher to make important adjustments before continuing with the
actual study. The study will take place in a few selected public primary schools in Karachuonyo
East and will be under purposive selection. These schools have comparable characteristics to the
actual locations of the study.
3.6.1 Validity of Research Instruments

Maintaining the authenticity of research data is crucial to the study's trustworthiness and integrity.
According to Cooper and Schindler (2019), validity is the extent to which an instrument measures
the things it is supposed to measure. The data-collecting instruments will be properly matched with
the study questions and objectives by the researchers to ensure data validity. The precise
acquisition of the required information by the research instruments is ensured by this alignment.
The supervisor will carry out a comprehensive evaluation to examine and improve the
questionnaire before sending it out to gather data from respondents. The validity of the data-

37
gathering instruments is improved by this process of assessment and improvement. To confirm
validity even further, the questionnaire will be presented to a limited number of respondents
who are not involved in the study. To ensure that the instruments accurately measure the desired
structures and to find any possible areas for development, their input will be invaluable.

3.6.2 Reliability of Research Instruments

Reliability refers to the degree to which the results of research are consistent and repeatable.
According to Creswell and Creswell (2022), it refers to the consistency of research such that even
if a different researcher conducts the same research with a similar design, the outcome or results
would be the same. To ensure reliability the researcher will conduct a pilot study to check for
consistency of the results.

The researcher will compare the findings from the pilot study with the specific objectives to make
sure that the research instruments are reliable. Responses from different respondents will be
compared and crucial adjustments made to suit the necessities of the study. The researcher will
use a test-retest procedure by administering the questionnaire two times to the same group
of respondents to ensure reliability. Required adjustments will be made to improve reliability.

3.8 Data Collection Procedure

The researcher will visit the schools selected and provide the head teachers with an overview
of the goals and purpose of the research. Additionally, the teachers will be made aware of the
significance of offering open-minded comments and answers to enhance the academic
achievement of students with learning disorders. Forms for the questionnaires, including big print
versions, will be produced beforehand. Other responders will receive technical support as
required. The participant questionnaires will be given by the researcher, who will promptly
gather them upon completion. It is expected that every questionnaire will be completed and sent
back.
3.9 Data Analysis and Presentations
Data analysis is a methodical procedure that is essential for giving the gathered information
structure, order, and significance, as explained by Sileyew (2019). The researcher will enter the
answers on the analysis-recording sheet after carefully going over each completed questionnaire
in this study. The Statistical Package for Social Scientists (SPSS) will be used to handle

38
quantitative data obtained from closed-ended surveys. We will tally, code, and then do a
descriptive statistical analysis of this numerical and readily measurable data. In descriptive
research, measurements like mean, median, mode, range, and standard deviation are examples of
descriptive statistics, a sort of statistical analysis. The results of this study will be shown in
many ways, such as frequency tables, cross-tabulation tables, and graphic aids like pie charts and
graphs to enhance clarity and interpretation. Through Regression Analysis, the researcher will
study the relationships between the variables and make relevant conclusions. The researcher will
also undertake an Analysis of Variance and standard deviation.

On the other hand, thematic analysis is a qualitative research method that involves identifying,
analyzing, and reporting patterns in data. It will be used to analyze the open-ended survey
responses to gain a comprehensive understanding of participants' experiences. This methodology
aims to capture the full extent of how learning disorders affect the academic performance of
third-grade students in Homa-Bay County. A narrative framework will be employed to
present the data in a contextualized and comprehensive manner. By using a combination of
quantitative and qualitative analyses, the researcher aims to achieve a comprehensive
investigation that will provide a nuanced and thorough interpretation of the research findings.
This approach will allow for a better understanding of how learning disorders affect students
in Homa-Bay County and ultimately inform interventions and policies that can improve their
academic outcomes.

3.10 Ethical Considerations

Ethical issues are important in research because research deals with and intrudes into people's lives
as outlined by Suri (2020). The researcher will be guided by three ethical considerations
throughout the study: informed consent, anonymity, and reciprocity. Before beginning research,
the researcher will seek approval from the ethics board of St. Paul University, which ensures that
the study adheres to moral guidelines and prioritizes the rights and welfare of participants.
The researcher will reach out to the SPU Ethical Review Board to assess the research proposal to
ensure that it meets the set ethical standards. This board will evaluate elements like informed
consent, and confidentiality, as well as the possible risks and values of this study. This will help
to protect the rights of the respondents. Additionally, to ensure compliance with national research
regulations, the study will also obtain authorization from the National Commission for

39
Science, Technology, and Innovation (NACOSTI).

Upon receiving the necessary permissions, the researcher will request formal authorization from
the Homa-Bay Director of Education. Additionally, the head teachers of the individual schools
will inform the education administration of Karachuonyo North Sub-County. This procedural
phase highlights the researcher's commitment to carrying out the inquiry with proper authorization
at institutional and regional levels, stressing transparency, and unwavering adherence to ethical
standards throughout the research process. The researcher will also seek consent from the
parents/guardians of the pupils. Effective communication will be essential throughout the
research process. The researcher will explain the study's objectives openly and clearly to the
participants.

Additionally, explicit guarantees will be given, emphasizing the complete confidentiality of

participants' responses and the protection of their identities. Building on the ethical framework
laid out by Cooper and Schindler (2019), the research will prioritize ethical conduct with a focus
on the rights of grade three students from selected schools in the Rachuonyo North sub-county of
Homa Bay County, who will be the study's subjects. This commitment will ensure that the
welfare, protection, and respect of the participants are given the highest priority. To tackle
reciprocity and demonstrate giving back, the researcher plans to provide the school with a
synopsis of findings and suggestions, distribute study results, give the school a copy of the entire
dissertation, and participate in any school-related activities that did not interfere with the research
process.

40
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 APPENDICES
Appendix I Questionnaire for Teachers

Dear Respondent,

Thank you for taking the time to participate in our study on the effects of psychosocial support
interventions on the academic performance of grade three pupils with learning disorders in
Homa Bay County, Kenya. Your valuable insights and experiences are crucial in helping us
understand the challenges faced by students with learning disorders and their impact on
academic achievement.

Your participation in this study will contribute to identifying key areas for intervention and support
to enhance educational outcomes for grade three pupils in our community. Your responses will be
treated with confidentiality, and your honesty is greatly appreciated.

Please take a moment to respond to the following questions thoughtfully and to the best of your
ability. Your input will be instrumental in shaping future initiatives aimed at improving the
academic success of students with learning disorders.

Thank you once again for your participation.

Sincerely,

Catherine Atieno Okombo

Section A: Demographic Information

1 What is your age?

a. 18 to 23 years
b. 24 to 29 years
c. 30 to 34 years
d. 35 to 39 years
e. 40 and above years
1 What is your gender?

45
 a. Male
b. Female
3 How many years of teaching experience do you have?
a. 1 to 4 years
b. 5 to 9 years
c. 10 to 14 years
d. 15 and above years
4 What is your highest level of education completed?
a. Secondary
b. College
c. University
5 What subject(s) do you primarily teach to grade three students?........................................

6 How many grade three students with learning disorders are currently in your class?..........

7 Have you received any specialized training or professional development related to

teaching students with learning disorders?............................................................................
Section B: prevalence of learning disorders among Grade Three pupils in regular schools in
Homa Bay County.

8 How would you rate the overall academic performance of the Grade Three pupils in your
school?
a. Excellent
b. Good
c. Fair
d. Poor

9 What are the most common types of learning disorders you encounter in your classroom?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………..

10 Can you describe the key characteristics or symptoms of learning disorders that you are
familiar with?

46
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………..

11 How many Grade Three pupils in your class or school have been identified with attention
and concentration difficulties?

a. None
b. 3 to 5
c. 6 to 10
d. More than 10

12 In your opinion, how do learning disorders affect the academic performance of Grade Three
Pupils? Please provide specific examples if possible.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………..

Section C: Level of Awareness of Learning Disorders

13 What are learning disorders, and how do they differ from general learning difficulties?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………………………………….

14 How confident are you in your ability to identify learning disorders in students?

a. Very Confident
b. Confident
c. Not Confident
15 What are your views on the impact of learning disorders on a student’s academic
Performance and social interactions?
………………………………………………………………………………………………………
………………………………………………………………………………………………………

47
………………………………………………………………………………………………………
…………………………………………………………………………………………………….

16 Kindly use a scale of 1 to 5, where 1 represents "Strongly Disagree," 2 is "Disagree," 3 is

"Neutral," 4 is "Agree," and 5 is "Strongly Agree," to express your agreement
or disagreement on the following statements regarding learning disorders

Statement 54 3 21

I feel that I have a strong understanding of what learning disorders are and
how they affect students.

I am knowledgeable about different types of learning disorders such as

dyslexsia, dyscalculia and dysgraphia.

I regularly seek out new information and resources about learning disorders to
stay informed.

I believe that learning disorders significantly impact a student is academic

Performance and require tailored interventions.

Section D: Teachers’ Reassurance and Academic Performance of Pupils with LD

17 Kindly use a scale of 1 to 5, where 1 represents "Strongly Disagree," 2 is "Disagree," 3

is "Neutral," 4 is "Agree," and 5 is "Strongly Agree," to express your agreement
or disagreement on the following statements regarding the impacts of teacher’s
reassurance and academic performance.

48
18 In what ways do you believe your reassurance and support influence the
academic performance of students with learning disorders in your classroom? Please
provide specific examples or experiences that highlight the impact of your reassurance on
their learning and progress.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

Section E: Follow-Ups and Academic Performance of Grade Three Pupils with LD in Homa
Bay County.

19 Kindly use a scale of 1 to 5, where 1 represents "Strongly Disagree," 2 is "Disagree," 3

is "Neutral," 4 is "Agree," and 5 is "Strongly Agree," to express your agreement
or disagreement on the following statements on the impacts of follow-ups on
academic performance

49
20 Can you share any observations or experiences that highlight the effectiveness of follow-up
sessions in improving academic outcomes for Grade Three pupils with learning disorders?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
21 How do you assess the impact of follow-up sessions on the academic performance of
Grade Three pupils with learning disorders, and what changes have you made based
on your observations?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
50
 Appendix II I n t e r v i e w Schedule for Parents/Caregivers

1 How would you describe your child’s overall academic performance this year?
2 Have you noticed any specific areas where your child struggles academically? Can you
provide examples?
3 Have you observed any difficulties with attention and concentration in your child’s
Schoolwork or daily activities?
4 How do you think your child’s learning disorder affects their self-esteem and confidence?
5 Can you share any observations or comments from your child about how they feel about
their learning abilities?
6 How would you describe your understanding of learning disorders and their impact on
Children’s education?
7 How confident are you in identifying signs of learning disorders in your child or other
Children?
8 Are you aware of any differentiated instruction methods used by your child’s school to
Support their learning disorder?
9 What types of home-based learning strategies do you use to support your child’s learning
disorder?
10 How have these strategies helped your child in their academic performance and daily
activities?
11 Have you received any training or information from the school about how to help your
Child with a learning disorder?
12 How useful has this training or information been in helping you support your child?
13 Is there anything else you would like to share about your experiences with your child’s
learning disorder or the support, they receive?
14 Do you have any suggestions for improving the support and resources available for parents
of children with learning disorders?

51
Appendix III: Scoring Rubric for Dyslexia, Dysgraphia, and Dyscalculia

Dyslexia Screening Rubric

Criteria Level 1 (Low) Level 2 Level 3 Level 4 (Very

(Moderate) (High) High)
Phonemic Struggles with Inconsistent Accurate with Excels in all
Awareness basic phoneme phoneme task simple phoneme tasks
tasks performance phoneme tasks

Word Reading Struggles to read Reads simple Reads most Reads age-
age-appropriate words with words with appropriate
words errors some errors words fluently
Reading Poor Partial Understands Excellent
Comprehension comprehension understanding, most passages, comprehension
of simple frequent errors some errors
passages
Parent/Teacher Regular Occasional Minor No reported
Observations difficulties with difficulties difficulties difficulties
reading tasks

Dyscalculia Screening Rubric

Criteria Level 1 (Low) Level 2 Level 3 (High) Level 4 (Very

(Moderate) High)
Number Sense Cannot Inconsistent Generally Strong
understand understanding understands, understanding of
basic number some errors number concepts
concepts
Math Fluency Frequently slow Inconsistent Generally quick Fast and highly
and inaccurate speed and and accurate accurate
accuracy
Math Problem- Struggles with Inconsistent Solves most Excels in solving
Solving basic problems problem-solving problems with problems
skills some errors
Parent/Teacher Regular Occasional Minor No reported
Observations difficulties with difficulties difficulties difficulties
math tasks

52
 Dysgraphia Screening Rubric

Criteria Level 1 (Low) Level 2 Level 3 Level 4 (Very

(Moderate) (High) High)

Fine Motor Skills Significant Some struggles Mostly Highly

struggles with proficient, proficient in fine
fine motor tasks minor errors motor tasks

Handwriting Illegible Mostly illegible Generally Highly legible

Legibility handwriting with some legible, handwriting
legible words minor errors

Writing Sample Frequent spelling, Some errors, Generally Excellent

Analysis grammar errors, inconsistent correct, spelling,
incoherent coherence minor errors grammar, and
writing coherence

Parent/Teacher Regular Occasional Minor No reported

Observations difficulties with difficulties difficulties difficulties
writing tasks

53
 Appendix IV: Child Learning Assessment Kit (CLAK)

Section A: Dyslexia Screening

1. Phonemic Awareness Test

o Task: Ask the child to segment and blend phonemes in simple words.
o Sample Item: "Can you tell me the sounds in the word 'cat'?"
2. Word Reading Test
o Task: Have the child read a list of age-appropriate words.
o Sample Item: Provide a list of words like "dog," "play," "school," etc.
3. Reading Comprehension Test
o Task: Provide a short passage and ask questions about it.
o Sample Item: "After reading the story about the picnic, what did the family bring with
them?"
4. Parent/Teacher Questionnaire
o Sample Questions: "Does your child struggle with reading aloud?" "How often does your
child read at home?"

Section B: Dyscalculia Screening

1. Number Sense Test

o Task: Assess the child's understanding of number concepts and relationships.
o Sample Item: "What is 5 plus 3?" "Can you count backwards from 20?"
2. Math Fluency Test
o Task: Evaluate the child's speed and accuracy with basic math facts.
o Sample Item: "How many math problems can you solve in 1 minute?" (e.g., simple
addition/subtraction)
3. Math Problem-Solving Test
o Task: Present word problems and ask the child to solve them.
o Sample Item: "If you have 10 apples and give 3 to a friend, how many do you have left?"
4. Parent/Teacher Questionnaire
o Sample Questions: "Does your child find math difficult?" "How confident is your child
when dealing with numbers?"

Section C: Dysgraphia Screening

1. Fine Motor Skills Test

o Task: Engage the child in activities like cutting, drawing shapes, and tracing.
o Sample Item: "Can you draw a circle and cut it out?"
2. Handwriting Test
o Task: Have the child write a sentence or a short paragraph.
o Sample Item: "Write about what you did during recess."
3. Writing Sample Analysis
o Task: Analyze a sample of the child's writing for legibility, spacing, and consistency.
o Sample Item: Provide a standard writing prompt and evaluate the output.
4. Parent/Teacher Questionnaire
o Sample Questions: "Does your child struggle with writing tasks?" "How legible is your
child's handwriting?"

54
 Appendix V L i s t of Schools in North Karachuonyo Locations

1. Ayub Okoko Primary School (Public) (60)– 25 boys; 35 girls for grade Three
2. Bware Primary School (Public)- (77) - 42 boys; 35 girls for grade Three
3. Gendia Primary School (Public) (57) – 36 boys; 21 girls for grade Three
4. Kanyadhiang Primary School (Public)
5. Kanyadhiang Special Unit Primary School (Public)
6. Kendu Muslim Primary School (Public)
7. Kideswa Primary School (Public)
8. Kotieno Gumba Primary School (Public)- (63) – 26 boys; 37 girls for grade Three
9. Liera Primary School (Public)
10. Maguti Primary School (Public)
11. Makaka Primary School (Public)
12. Ngoche Primary School (Public)
13. Nyaburi Integrated Primary School (Public) – (68) – 37 boys; 31 girls for grade three
14. Nyangajo Primary School (Public)
15. Ogango Primary School (Public)
16. Oneno Nam Primary School (Public) - (59) - 27 boys; 32 girls for grade Three
17. Seka Dok Primary School (Public)
18. Soko Kagwa Primary School (Public)
19. Wangadonji Primary School (Public)

55
Appendix VI Map of the Study Area

56
57