Conceptual approaches in teaching and the basic learning skills for mild mentally challenged learners in Mtito-Andei Division—Kibwezi District -Kenya
| dc.contributor.author | Maundu, Mbwiko Reuben | |
| dc.date.accessioned | 2019-12-14T10:12:55Z | |
| dc.date.available | 2019-12-14T10:12:55Z | |
| dc.date.issued | 2013-11 | |
| dc.description | A thesis presented to a college of higher degrees and research (CHDR) Kampala International University Kampala, Uganda In Partial fulfillment of the requirement for the Degree of Master in Special Needs Education | en_US |
| dc.description.abstract | This study is as a result of an academic research entitled “conceptual approaches and the basic learning skills for mild mentally challenged learners in Mtito-Andei Division — Kibwezi District — Kenya”. It was guided by the following four specific objectives; Identifying the social, demographic characteristics of the respondents; investigating the extent in which the conceptual approaches are practiced in relation to the basic learning skills; ascertaining the level of performance of learners with mild mental challenges, and to establish the relationship between conceptual approach and basic learning skills for the mild mentally challenged learners. The study engaged the correlation survey research design which is non-experimental, describe the characteristics of individuals or groups and is also used to discover causal relationship. Face sheets and questionnaires were used to gather data from respondents who were primary school teachers. Frequency, percentages and means were used to analyze the data as Pearson Linear co-efficient correlation was used to establish the relationship between conceptual approaches and the basic learning skills in Mtito-Andei Division. The study found out that, many teachers in Mtito-Andei Division lack professional training in SNE and the learning resources are inadequate for the teaching of the mild mentally challenged learners. The study further established that many mild mentally challenged learners in the division performed well in languages and poorly in mathematics. The study arrived at a conclusion that, conceptual approaches grossly affect the basic learning skills for such learners in Mtito-Andei Division hence rejecting the null hypothes~s. The study recommended need for further training for the teachers to improve on their professional skills in handling the mild mentally challenged learners and also need for ensuring adequacy of instructional resources to enrich the learning programmes. Avertion of stigmatization and maximizing on improving performance of language and mathematics in the schools in Mtito-Andei Division. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/5352 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala international international : College of Education,Open and distance Learning | en_US |
| dc.subject | Mentally challenged learners | en_US |
| dc.subject | Basic learning skills | en_US |
| dc.subject | Mtito-Andei Division—Kibwezi District -Kenya | en_US |
| dc.title | Conceptual approaches in teaching and the basic learning skills for mild mentally challenged learners in Mtito-Andei Division—Kibwezi District -Kenya | en_US |
| dc.type | Thesis | en_US |