教学策略对肯尼亚维希加县 Emuhaya 子县所有公立小学有特殊需求学生学习成绩的影响

Sellah Atieno Mutsoli, R. W. Kikechi
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引用次数: 0

摘要

有特殊需求的学生在学校教育中会遇到各种不同的考验,这些考验会极大地影响他们的学习方法,并在教育课程中做出广泛的贡献。本研究旨在探讨肯尼亚维希加县 Emuhaya 子县所有公立小学的教学策略对有特殊需求的学习者学习成绩的影响。本研究采用了阿尔伯特-班杜拉(Albert Bandura)的社会认知理论,该理论强调自我肯定是个人性格的重要组成部分。该理论还强调,可以根据所有学习者的特殊需求来规划学校教育计划,为他们提供适当的知识。本研究采用了描述性调查设计。研究对象包括 159 名公立小学校长、798 名教师和 1 003 名有特殊需要的学生,共计 1 960 人。研究采用了 Krejcie 和 Morgan 表格,通过分层抽样和简单随机抽样技术抽取了 322 名受访者。研究采用了校长访谈表、教师和学生问卷以及观察清单来收集数据。定量数据通过社会科学统计软件包(SPSS)进行分析,而定性数据则根据访谈表和观察清单进行专题分析,并以叙述形式陈述。定量数据以频数表、百分比、条形图和饼图的形式呈现。研究发现,教学策略对公立小学有特殊需要的学生的学习成绩有积极而重要的影响。研究建议学校教师修改教学方法,并制定政策,使残疾学生能够获得政府奖学金。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya
Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.
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