FACTORS INFLUENCING ACADEMIC PERFORMANCE OF LEARNERS WITH PHYSICAL HANDICAPS IN PRIMARY SCHOOLS IN KAPSARET SUB- COUNTY, UASIN GISHU COUNTY, KENYA

Abstract

The purpose of the study was to assess the influence of selected factors on the academic performance of learners with physical handicap (PH) in public primary schools in Kapseret Sub-county, Uasin Gishu County, Kenya. The study objectives were; to establish the influence of physical facilities and educational resources, to assess the influence of teachers support, and to examine the influence of school learning environment on academic performance of learners with physical handicaps. The study was anchored on normalization theory by Wolf Wolfersberger. The study adopted a descriptive survey and correlational research designs. The target population was 33 public primary schools with a total of 400 teachers, and 33 head teachers. The sample frame consisted of 45 teachers and 15 head teachers from 15 schools. Data was collected using semi structured teachers’ questionnaire, head teachers interview schedule and physical facilities and educational resources observation schedule. A reliability Cronbach alpha coefficient of o.8 ascertained that teachers’ questionnaire was reliable. Content validity of the three data collection instruments was ascertained by presenting them various research experts in the content area whose advice was incorporated. Both descriptive and inferential statistics were used to analyze the Data. The study found that all the sampled schools were in dire need of physical facilities and educational resources for physically handicapped (PH) learners. Teachers were found to be overwhelmed by large numbers of pupils and most were apathetic to PH learners’ academic performance. Pupils and subordinate school staff positive attitude towards PH learners provided a conducive learning environment. However majority of PH learners mean score in class seven was lower than their class mean score. The study’s three formulated hypotheses were tested at 95% confidence level using multiple regression analysis. The result showed that 68.5% (R2 = 0.685) variation in academic performance of PH learners was attributed to independent variables. Availability of physical facilities and educational resources made the most significant contribution or influence (β = 0.526, t = 3.096, p < 0.05) followed by teachers’ support (β = 0.489, t = 4.405, p < 0.05) and the school learning environment support (β = 0.159, t = 1.001, p < 0.05). The study recommended a tripartite effort between the government, corporate bodies and the school parents to support the schools with the necessary facilities for PH learners. In addition teachers should have regular in-service training on how to handle learners with special needs.