Conceptual Approaches in Teaching and The Basic Learning Skills for Mild Mentally Challenged Learners in Mtito-Andei Division—Kibwezi District U-Kenya

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.

TABLE OF CONTENTS

DECLARATION A

DECLARATION B ii

APPROVAL SHEET

DEDICATION

ACKNOWLEDGEMENT v

ACRONYMS

ABSTRACT vii

TABLE OF CONTENTS ix

LIST OF TABLES xi

CHAPTER ONE: PAGES

INTRODUCTION 1

1.0 Introductiorn 1

1.1 Background 1

1.1.1 Historical Perspective 1

1.1.2 Theoretical Perspective 3

1.1.3 Contextual perspective 4

1.2 Statement of the problem 4

1.3 Purpose of the study 5

1.4 Research objectives 5

1.5 Research questions 6

1.6 Hypotheses 6

1.7 Scope of the Study 6

1.8 Significance of the study 7

ix

CHAPTER TWO

REVIEW OF RELATED LITERATURE 9

2.0 Introduction 9

2.1 Theoretical perspective 9

2.3 Conceptual framework 10

2.3.1 Reading and writing 12

2.3.2 Basic learning skills 13

2.3.4 Arithmetic 16

2.4 Related Studies~ 18

CHAPTER THREE 20

RESEARCH METHODOLOGY 20

3.0 Introduction 20

3.1 Research design 20

3.2 Research population 20

3.3 Sample size 20

3.4 Sampling procedure 21

3.5 Research instruments 21

3.6 Validity and Reliability of Research Instruments 22

3.7 Data Gathering Procedures 22

3.8 Data analysis 22

3.9 Ethical Considerations 23

3.10 Limitations of the Study 23

CHAPTER FOUR 26

DATA PRESENTATION, ANALYSIS AND INTERPRETATION 26

4.1 Introduction 26

x

CHAPTER FIVE ~ 38

DISCUSSIONS, CONCLUSIONS, RECOMMENDATIONS 38

5.1 Introduction 38

5.2 Discussions 38

5.3 Conclusion 40

5.4 Recommendations 42

REFERENCES 45

APPENDICES 47

APPENDIX I: TRANSMITTAL LETTER FOR THE RESPONDENTS 47

APPENDIX II: TRANSMITTAL LETTER FROM SPGSR 48

APPENDIX III: INFORMED CONSENT 49

APPENDIX IV: CLEARANCE FROM ETHICS COMMITTEE 50

APPENDIX IV A FACE SHEET: DEMOGRAPHIC CHARACTERISTICS OF THE

RESPONDENTS 51

APPENDIX IV B: QUESTIONNAIRE TO DETERMINE CONCEPTUAL APPROACHES

(FORTEACHERS) 52

APPENDIX IV C:QUESTIONNAIRE TO DETERMINE LEVEL OF BASIC LEARNING

SKILLS 54

APPENDIX V : SAMPLE DETERMINATION 56

APPENDIX VI: CURRICULUM VITAE —MAUNDU MBWIKO REUBEN 57