| dc.description.abstract | Many intelligent visually challenged (VC) students have failed to qualify for College and University due to their dismal performance in Mathematics. Having interacted with the VC one realizes that they have a sharp sense of touch, a good sense of direction and they are keen listeners. It is therefore disturbing to note that such resourceful people seem to be unable to acquire mathematical skills to the extent of performing poorly in National Mathematics examinations, limiting their chance to contribute to national development.
The purpose of this study was to establish the factors influencing effective learning of mathematics among visually challenged pupils in primary schools in Bungoma South District, Western Province, Kenya. The objectives of the study were to determine whether instructional methods used affect effective learning of Mathematics; to find out how the current Mathematics curriculum affects the effective learning of Mathematics; to establish whether the human resource available affects the effective learning of Mathematics; to assess effect of the teaching/learning resources on the effective learning of Mathematics among visually challenged pupils in inclusive primary schools in Bungoma South District.
A descriptive survey design was adopted in this study. The study was carried out in ten primary schools in Bungoma South District. Structured questionnaires were administered to the pupils, teachers, parents and Education officers in a stratified purposive sampling method. Descriptive statistics were used in data analysis including the SPSS computer program.
The study established that the type of instructional method used influences the effective learning of mathematics. The ranking in diminishing order of effectiveness was found to be; Group discussion, Individualized instruction, Problem solving, Experimentation, Project work, Lecture, Team teaching, tutorial, Dolphin pen and lastly audio CD text books and workbooks method.
The current Mathematics curriculum, human resource available and teaching/learning resources do play a role in influencing the effective learning of Mathematics among visually
challenged pupils in primary schools. The findings of this study help identify some of the causes of poor performance in Mathematics by the VI students and will be useful to education managers, mathematics teachers for the VI and Ministry of Education policy planners in ensuring a policy change towards provision of quality instruction to the VI in Mathematics. | en_US |
