Hindrances of Quality Education in Inclusive Setting in Selected Public Primary Schools in Longisa Division - Kenya
| dc.contributor.author | Sigilai, Henry | |
| dc.date.accessioned | 2020-08-04T08:21:13Z | |
| dc.date.available | 2020-08-04T08:21:13Z | |
| dc.date.issued | 2009-04 | |
| dc.description | A Research Report Submitted In Partial Fulfillment for the Award of a Degree of Bachelor of Education Special Need of Kampala International University - Uganda | en_US |
| dc.description.abstract | The purpose of this study was to investigate the factors that are affecting quality of learning environment in public primary school in Longisa Division. The justification for the study is that there has been low academic performance in the division for the last decade. The study focused on variables that were presumed to directly affect quality learning. These variables included the adequacy of teachers, learning and teaching facilities, physical facilities and the role of parents. This study established that inadequate staff in some schools was attributed to lack of enough classrooms. This led to large class sizeteacher ratio. The study revealed that even if more teachers were to be posted in the area and no expansion of physical facilities (classroom) was done, class congestion could still remain a problem since there would be no room to divide the pupils to. The study also noted that parental involvement in pupils learning was minimal. The notion of Free Primary Education has made many parents feel that the education of their children was in hands of teachers and the government. There were enough learning and teaching materials in all the surveyed schools. A description survey design was used to collect analyze and present data. The 8 schools that were involved in this study were purposively sampled to ensure the two categories of schools (Asal and Asal) were equally represented to allow generalization of results in the division. The sample for the study consisted of 80 pupils, 64 teachers, head teachers, 16 parents and 4 Quality Assurance and Standard Officers. The total sample for the study was 172. Three instruments were used in the study namely; questionnaires for pupils and class teachers, interview schedule for Head teachers, Quality Assurance and Standard Officers and parents and observation schedule by the researcher. The collected data was analyzed qualitatively and quantitatively using descriptive statistics such as percentages, frequency tables, pie charts and narrative form. The study recommended for immediate expansion of physical facilities especially the classes and further research n teaching strategies. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/13024 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, bachelors degree in special needs education | en_US |
| dc.subject | Quality Education | en_US |
| dc.subject | Public Primary Schools | en_US |
| dc.subject | Longisa Division - Kenya | en_US |
| dc.title | Hindrances of Quality Education in Inclusive Setting in Selected Public Primary Schools in Longisa Division - Kenya | en_US |
| dc.type | Other | en_US |