Task analysis on the self- help skills of mildly mentally retarded children in Kivaywa Special Unit Matete District, Kenya
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Date
2012-11
Authors
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Journal ISSN
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Publisher
Kampala International University.College of Education
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.
Description
Thesis presented to the College of Higher Degrees and Research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the degree Master of Arts Education in special needs education
Keywords
Task, Self- help, Skills, Mentally