Inductive questioning on the learning ability of the mentally retarded children in materi special unit Tharaka district, kenya:
| dc.contributor.author | Anderson, Charles Mugambi Miriti | |
| dc.date.accessioned | 2020-01-13T16:59:20Z | |
| dc.date.available | 2020-01-13T16:59:20Z | |
| dc.date.issued | 2012-11 | |
| dc.description | a Thesis Presented to the College of Higher degrees and Research Kampala International University Kampala, Uganda. In Partial Fulfillment of the Requirements for the Degree Masters of Art in Education in Special Needs Education. | en_US |
| dc.description.abstract | This study abstract determines the effects of inductive questioning in the learning ability of mild mentally retarded children of Materi Special unit of Tharaka district, Kenya. In particular this empirical research determined further the following (1) Profile of the mild mentally retarded children as to age, gender and intelligent quotient; (2) the mean score of the learners in the Pre-test and post-test; (3) significant difference in the pre-test and post-test mean score of the male and female learners; (4) post-test mean gain. The study also employed quasi experimental design using two levels, the pre-test and post-test technique. A total of six mild mentally children were invàlved through universal sampling. The pre-test and post-test scores were documented in a record sheet utilized as the research instrument The statistical parameter utilized were the frequency and percentage distribution for the profile of the children, the mean for the pretest for the post-test mean scores and t-test for the significant differences in the pre-test and post-test mean score and mean gain. The findings of the study were as follows; there was a significant difference in the pre-test mean score between the male and female learners; mean gain consistently increased from session one to three. It was concluded in this empirical investigation, that null hypothesis of no significant difference in the pre-test mean scores and post mean scores between the male and female learners was rejected. Inductive questioning teaching technique was effective on the learning ability of mild mentally retarded children. Based on the findings of this study, the recommendations were geared towards seminars and workshops for teachers handling mild retarded learners on how to carry out inductive question teaching technique in teaching subjects in order to improve the learning ability of these children; for the government and the schools sponsors to increase funding to schools for the mild mentally retarded children in order to acquire more teaching and learning~ resources. Curriculum adaptation and modification to suite children wild mild mentally retardation from elementally level so that it becomes easier for the teacher to plan on how to teach and come up with appropriate teaching and learning strategies as per the need of each individual child; studies to be carried out in the future on the area of inductive questioning on the emotional stability of mentally retarded children. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/6909 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, School of Education | en_US |
| dc.subject | Inductive questioning | en_US |
| dc.subject | mentally retarded children | en_US |
| dc.subject | tharaka district, kenya | en_US |
| dc.title | Inductive questioning on the learning ability of the mentally retarded children in materi special unit Tharaka district, kenya: | en_US |
| dc.type | Thesis | en_US |