Teacher-Pupil Relationship and Academic Performance of Mentally Retarded Pupils in Limuru Zone, Kiambu District, Kenya
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Date
2009-11
Authors
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Journal ISSN
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Publisher
Kampala International University, bachelors degree in special needs education
Abstract
This research was based on Teacher-pupil relationship and academic performance of
students in six schools of Limuru Zone of Kiambu district of Kenya. Namely Limun,
Mission, Ngarariga, Limuru Town, Manguo and Limum model Primary schools. Its
objectives were to (i) Identify practices teachers engaged in which would have positive or
negative influence on the learning process (ii) Identify the efforts that are put in place to
enhance learner's self-worth and dignity, (iii) examine the degree of motivation among
the learners. It is firmly grounded on the Kenyan's need to provide holistic, quality
education and training that promotes the cognitive, psycho motor and effective domains of
learners.
The research employed a simple survey design and data was collected using a
simple questionnaire which was presented in paper format. Data was analyzed using
descriptive statistics. The study population was made up of teachers of Matiliku sub zone.
The sample population constituted all the forty six teachers in the sub-zone,
thirteen of whom were females and thirty three were males. Their age bracket was
between 25-50 years. They are holders of either a certificate, diploma or a degree in
special needs education or none of the above.
The.findings of the study revealed that teachers embarrass their learners in front of
others; they also spend very little time socializing with pupils and compare slow
learners with others who perform better. Teachers use the terms "lazy", "slow", "poor"
and "naughty" when referring to learners. It also revealed that not all teachers adopt
individualized teaching approach and some abandon weak learners along the way to
catch up with the syllabus. There are inadequate visual aids and text books in the
school. The conclusion was that in the presence of all these shortfalls, academic
performance was likely to be affected. The research recommended a seminar involving
the teachers and the school management committee to sensitize them on the possible
outcomes of the malpractices and how to improve their relationships with pupils for
the betterment of the school's Education standards.
Description
Research Report Submitted to the Institute of Open and Distant Learning in Partial Fulfillment of the Requirements for the Award of Degree of Bachelor of Education in Special Needs of Kampala International University
Keywords
Teacher-Pupil Relationship, Academic Performance, Mentally Retarded Pupils, Kiambu District, Kenya