Effects Of Psycho-Cultural Factors On Academic Performance Of Learners With Hearing Impairement At Fr. Oudraa Secondary School For The Deaf In Siaya County, Kenya

Education is a fundamental right that leads to realization of other rights and part of development. However, there exists wastage for learners with disabilities, in particular hearing impaired, through repetition, drop out, poor performance and low transition to other levels of education. This study seeks to investigate how psycho-cultural factors affect academic performance of learners with hearing impairment (HI). A focus on the effects of psycho-cultural factors such as self-esteem, peer pressure, perception, beliefs of parents and teachers, parental engagement, gender mainstreaming and emotional adjustments, cultural practices and attitude of the community was of great significance to this study. The study was carried out at Fr. Oudraa Special School in Siaya County in Nyanza Region. The target population for this study was all teachers, support staff, one Education Assessment Resource Centre officer, the head teacher and available parents of Fr. Oudraa special school in Siaya County. The researcher used a descriptive survey design to identify teacher related challenges in the implementation of inclusive education in Fr. Oudraa Special School in Siaya County, Kenya. The study applied a mixed approach for probability and non-probability. Stratified and random sampling was used to sample teachers and learners; this was to ensure equal representation across the stratum. Purposive sampling was used to select an EARC officer, the head teacher, deputy head teacher, 12 parents and 6 support staff to allow gender representation. This study used questionnaires, an interview guide and Focused Group Discussion (FDGs) to gather information from teachers, head teacher, deputy head teacher, the sub-county EARC coordinator, parents and learners. The findings show that there is a strong positive correlation (r = 0.907) between self-esteem and academic performance which is statistically significant (p = 0.037; p < 0.01). This shows that statistically significantly as selfesteem rises, the academic performance of learners with HI improves. However, for self-concept, there was a weak positive correlation (r = 0.264) between self-concept and academic performance which is statistically significant (p = 0.003; p < 0.01). The findings shows that there is a weak negative correlation (r = -0.156) between cultural factors and academic performance which is statistically significant (p = 0.041; p < 0.05). The study recommends that the Ministry of Education should put up plans to sensitize the teachers, students and parents on the need for inclusion of the learners with special needs to improve their self-esteem and self-concept.