Resources Availability and Learning Tendencies of Pupils with Orthopedic and Neurological Impairments in Selected Primary Schools, Kisumu West District, Kenya

ABSTRACT This study was carried out to establish the extent of the availability of resources in primary schools in Kisumu West, Kenya; to examine the level of learning tendencies of the orthopedic and neurologic impaired learners in Kisumu West, Kenya, as well as to asses the relationship between resources availability and the learning tendencies of the orthopedic and neurologic impaired learners. A total of 132 respondents participated in the study. These were all teachers of the learners being studied. The data was collected by distributing questionnaires to respondents and the research instruments used were face sheet to gather data on the respondent’s demographic characteristics and research devised questionnaires to determine the levels of resource availability and the learning tendencies of pupils with orthopedic and neurological impairments. Using a descriptive correlation survey design to carry out the study, the data were analysed using the mean and the Pearson’s product moment correlation. It was found out that the resources existed to a small extent, the learning tendencies of the orthopedic and neurologic impaired learners were satisfactory, and there existed a significant relationship between resources availability and the learning tendencies of the orthopedic and neurological impaired learners. It was concluded that the resources in primary schools in Kisumu West were inadequate, that physical disability does not necessarily mean inability, and that resource availability is a strong predictor of pupil’s desire to learn, to perform better and to love schooling. It was thus recommended that the government should provide more resources to the primary schools; that parents and guardians should work hand in hand with teachers to give more guidance to the orthopedic and neurologic impaired learners so that they could develop more positive attitude towards learning. 

TABLE OF CONTENTS

DECLARATION A

DECLARATION B ii

DEDICATION

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS V

LIST OF TABLES vii

ABSTRACT VIII

CHAPTER ONE: INTRODUCTION

1.1 Background of the study 1

1.1.1 Historical perspective 1

1.1.2 Theoretical perspective 3

1..1 3 Conceptual perspective 3

1.1.4 Contextual perspective 3

1.2 Statement of the Problem 4

1.3 Purpose of the study 5

1.4 Research objectives 6

1.5 Research Questions 6

1.6 Hypothesis 6

1.7 Scope 7

1.8 Significance of the study 7

CHAPTER TWO: REVIEW OF LITERATURE

2.0 Introduction: 9

2.1 Theoretical Review 9

2.2 Conceptual framework 14

2.3 Related literature 14

CHAPTER THREE: METHODOLOGY 19

3.0 Introduction 19

3.1 Research Design 19

V

3.2 Research Population 19

3.3 Sample Size 19

3.4 Sampling Procedures 20

3.5 Research Instruments 20

3.6 Validity of the Instruments 19

3.7 Data gathering procedures 21

3.8 Data analysis 22

3.9 Ethical considerations 23

3.10 Limitations of the Study 24

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction: 26

4.2 Research Question 1: 26

CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS.

5.1 Introduction 35

5.2 Discussion 35

5.3 Conclusions 38

5.4 Recommendations 38

REFERENCES 40

APPENDIX IA: TRANSMITTAL LETTER 43

APPENDIX IB: NATIONAL COUNCIL FOR SCIENCE AND TECHNOLOGY 44

APPENDIX IC: MINISTRY OF EDUCATION 45

APPENDIX ID: OFFICE OF THE PRESIDENT 46

APPENDIX IE: TRANSMITTAL LETTER FOR THE RESPONDENTS 47

APPENDIX I: CLEARANCE FROM ETHICS COMMITTEE 48

APPENDIX II: INFORMED CONSENT 49

APPENDIX III: FACE SHEET 50

APPENDIX IV: VALIDITY OF THE QUESTIONNAIRE 54

APPENDIX V: RESEARCHER CURRICULUM VITAE 55