Task Analysis on the Self- Help Skills of Mildly Mentally Retarded Children in Kivaywa Special Unit, Matete District, Kenya

ABSTRACT This study experimented on task analysis on the mildly mentally retarded children in Kivaywa Special Unit of Matete District, Kenya. The following were the objectives of this study: (1) to determine the profile of the learners as to age, gender, intelligence quotient and level of ability in self-help skills; (2) to determine the mean scores in the pre-test and post-test; (3) to determine the significant difference in the pre-test and post-test mean scores, between the male and female learners. The study employed an experimental approach using the quasi experimental design specifically the pre-test and post-test technique. A total of 26 mildly mentally retarded children were involved in the study and were selected through universal and purposive sampling. The pre-test and post-test scores were documented in researcher devised observation sheet utilized as the research instrument. The statistical parameters used were the frequency and percentage distribution for the profile of the children; the mean for the pre-test and post-test mean scores test and post-test mean scores. The post mean gain was computed by t-test. The findings of the study went as follows: The profile of the learner was that majority of them were in the bracket of 7-12 years old, majority were male with their intelligent quotient between 55-59. The post-test mean scores were higher as compared to the pre-test mean scores with a significant difference of +4.46, +5.11, and +6.39. There was a significance difference in the mean scores between female and male children in the pre-test and post test. It was concluded in study that the hypothesis of no significant difference in the pre-test and post-test mean scores of mildly mentally retarded children was rejected. Therefore, task analysis was effective on the self-help skills of the learners. Based on the findings of this study, the recommendations are as follows: the Ministry of Education should equip teachers handling mildly mentally retarded 'earners with the necessary skills and expertise on task analysis so as to teach effectively self-help skills; the government of Kenya to sensitize the public on importance of taking children with mild mental retardation to school; future researchers may embark on another research in a different environment and exploit other techniques of teaching mildly mentally retarded learners on topics in the future such as Work Domain Analysis for the Mentally Retarded Children and Conservation Tasks for Mentally Retarded Children.