The purpose of this study was to examine the impact of teacher factors on the Mathematics performance of learners with dyscalculia in public primary schools in Starehe Sub-county, Nairobi City County. The study was guided by the social development theory of learning by Vygotsky (1978). The study was a mixed-method research applying a descriptive survey design. The target population was class seven pupils and their Mathematics teachers in 4 public primary schools in Starehe Sub-county. A sample size of 42 class seven pupils and 8 class seven Mathematics teachers were used. The purposive sampling technique was used to select teachers where only Mathematics teachers for class seven were sampled. A simple random sampling technique was used to select the learners. Data from the teachers was collected using a questionnaire. On the other hand, data from the pupils was collected using the Dyscalculia Screening Tool (Wechsler Intelligence Scale for Children - WSIC III). School records were also examined to assess pupils’ Mathematics performance. Quantitative data were analyzed through descriptive statistics of frequencies, percentages and mean with the help of the Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed by organizing it into themes corresponding to the study objectives and used to enhance the quantitative findings. Findings indicated that most teachers had a strong positive attitude towards Mathematics and their teaching profession in general which on stood at a mean of 4.4 on a scale of 5. Concerning the effect of the different teacher factors assessed on pupils’ Mathematics performance, teachers’ attitude had the highest mean (4.9) followed by teachers’ workload (mean = 4.8) and teaching experience (mean = 4.5). The study concludes that although the majority of the Mathematics teachers in public schools in the sub-county have vast teaching experience, few have acquired formal training in special needs education. Overall, teachers’ factors greatly affect pupils’ Mathematics performance in public primary schools. Teachers’ academic qualifications also affect the pupils’ Mathematics performance but to a lesser extent compared to teachers’ attitude, teachers’ workload and teaching experience. The study recommended that the government, through the Ministry of Education, need to consider organizing in-service training for primary school teachers with Mathematics learning disabilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0929/a.php" alt="Hit counter" /></p>

The purpose of this study was to investigate interventions measures and teaching strategies enhancing mathematics teaching to dyscalculic learners in public day secondary schools in Kericho county. Guided by Jean Piaget's theory of cognitive development, the study adopted a descriptive design which used mixed model research with both qualitative and quantitative approaches. The study was carried out in Kericho County. Semi-structured questionnaires were used to collect data for the study. The study was carried in 35 randomly selected public day secondary schools in different localities within the County to effectively analyze the methodologies of teaching the subject in the region. Data from the research instruments, namely mathematics teachers' questionnaires and mathematics students' questionnaires was coded and analyzed using the Statistical Package for Social Sciences (SPSS version 25) to obtain descriptive statistics. To ensure validity, face and content validity was conducted. Also, the Cronbach Coefficient Formula was applied to guarantee reliability. The findings revealed that 19 out of 300 randomly sampled students, which represent 6.3% of the total sampled students, suffered from dyscalculia. Also, reviewing the previous lessons and maximizing the use of homework were some of the major interventions that helped in enhancing dyscalculic learners' performance. The study recommends that the government should ensure a conducive classroom environment to enhance performance of dyscalculic students. It should also ensure that schools have enough teachers with special needs skills in all the schools.

<p>The thrust of the study was to determine levels of mathematic efficacy among students with dyscalculia in public secondary in Kandara sub-county in Muranga County guided by Expectancy Theory (ET) of motivation developed in 1964 by Victor Vroom. The study adopted a descriptive research design. The population for study was 54 Public secondary schools in Kandara Sub-County, out of the 54 targeted schools 7 public secondary schools were sampled for the study. The target respondents were 7 principals, 7 teachers of mathematics, 1 from each school and 125 students were sampled for dyscalculia screening. Research instruments included: questionnaire for mathematics students with dyscalculia, dyscalculia screening instrument, mathematics self -efficacy scale and documentary analysis. Pilot study was conducted in Gaichanjiru Mixed and Kenyoho Secondary schools in Kandara Sub-County, Murang’a County. The validity of research instruments which were used for this study were first tried in a pilot study which helped in clarification of ambiguities prevalent before data collection while the reliability of the research instruments in this study was determined using Pearson product moment correlation coefficient formula. The study used stratified random sampling and purposive sampling to select the schools, teachers and students with dyscalculia respectively. Data for the main study was collected and analyzed both quantitatively and qualitatively (Mixed method research). Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS 26.0), while qualitative analysis was done by organizing variables into themes. The study reveals that learners without dyscalculia exhibited high self-efficacy in mathematics while those with dyscalculia displayed low self-efficacy in mathematics. The researcher recommends that Students’ mathematics efficacy should be improved by inviting mentors or people who have succeeded in mathematical field to help boost their morale in the subject.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

<p>Despite the Government of Kenya’s commitment to provide education for all its citizens including those with disability, those with mild and moderate ID seem not to proceed for further education, training, employment and settling in their community after special or primary school. The main goal of the study was to examine the school and community preparedness for transition of young adults with mild and moderate intellectual disability for independent living in Kiambu and Murang´a counties, Kenya. The specific objectives of the study were investigated barriers to successful transition of young adults with intellectual disability for independent living and to establish the levels of independent living among young adult graduates with intellectual disability within the last five years in Kiambu and Murang’a counties. The study adopted descriptive research design which utilized both quantitative and qualitative research approaches. Target population was 239 headteachers, 405 SNE teachers, 1,200 young adults in school, 600 young adult graduates and 199 opinion leaders in 9 special schools and 230 special units. Purposive sampling method was used to select 120 young adult learners, 60 graduate, 30 headteachers and 20 opinion leaders while simple random sampling method was used to select 48 SNE teachers to participate in the study. This gave a total of 278 study respondents. Questionnaires and interview guides were used to collect data. The study established that dual diagnosis, assistance of taking medication independently, medical condition, running or wandering from home and loneliness were the main barriers to independent living for adult learners with ID. The study found out that the level of independent living was low among individuals with intellectual disabilities in the schools and units of study. After graduating from special schools and units, majority of learners with ID went back home and they were not engaging in any activity after school. Among the few who were engaging in activities after school, most of them were doing beadwork and weaving, hairdressing, farming, carpentry and dressmaking. Others were employed in their former schools/units as security guards. Graduation of the learners with intellectual disability was not considered as a very relevant process and hence most schools were not given any certification to learners with ID. This is despite most of the teachers and headteachers reporting that learners with ID graduated after learning the required skills. The study recommends that; the government through the Ministry of Education should create a special class in secondary schools for those in the borderline; provide policy that Ministries, NGOs, private sectors among others should employ young adults with ID to promote independent living.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0466/a.php" alt="Hit counter" /></p>