Teacher-Pupil Relationship and Academic Performance of Physically Handicapped Students in Joy town Primary School Thika District Kenya
| dc.contributor.author | Muiruri, Peter Kamau | |
| dc.date.accessioned | 2019-11-13T09:28:56Z | |
| dc.date.available | 2019-11-13T09:28:56Z | |
| dc.date.issued | 2008-08 | |
| dc.description | A 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 - Special Needs of Kampala International University. | en_US |
| dc.description.abstract | I’his research was based on Teacher-pupil relationship and academic performance of students in [oytown Primary school for the physically handicapped. Thika District. Kenya. Its objectives were o (i) Identify practices teachers engaged in which would have positive or negative influence on the earning process (ii) Identify the efforts that are put in place to enhance learners self-worth and dignity. (iii) Examine the degree of motivation among the learners. It is firmly grounded on the (enyan’s need to provide holistic, quality education and training that promotes the cognitive, sychomotor and effective domains of learners. The research employed a simple survey design and data was collected using a simple uestionnaire which was presented in paper format. Data was analyzed using descriptive statistics. ‘he study population was made up of teachers of Joytown Primary school for the physically handicapped. The sample population constituted all the twenty teachers in the school, sixteen of ihom were females and four males. Their age bracket was between 25-50 years. They are holders f either a diploma or a degree in special needs education. he findings of the study revealed that teachers embarrass their learners in front of others; they [so 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 ds 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 e teachers and the school management committee to sensitize them on the possible outcomes of e malti practices and how to improve their relationships with pupils for the betterment of the school’s Education standards. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/2868 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, School of Education, Open and Distance and E-learning | en_US |
| dc.subject | Teacher-Pupil Relationship | en_US |
| dc.subject | Academic Performance of Physically Handicapped Students | en_US |
| dc.subject | Thika District, Kenya | en_US |
| dc.title | Teacher-Pupil Relationship and Academic Performance of Physically Handicapped Students in Joy town Primary School Thika District Kenya | en_US |
| dc.type | Other | en_US |