Determinants For Enrolment Of Learners With Visual Impairment In French Subject In Regular Secondary Schools In Kenya

ABSTRACT

Learning of a language among the learners with visual impairment requires specific skills for faster and better concept acquisition. Learners with visual impairments like their sighted peers study French in regular secondary schools to enrich on communication abilities which would ideally benefit them in future employment opportunities. By the year 2009, 1,718 learners with visual impairments had registered in 19 regular programs in regular secondary schools in Kenya; however, only one of the registered learners had enrolled for French subject. It is not clear why learners with visual impairment do not enroll for French subject in regular secondary schools in Kenya, yet they are given equal opportunities like their sighted counterparts. This study sought to establish determinants for enrolment of learners with visual impairments in French subject in regular secondary schools in Kenya. Objectives of the study were to: establish motivating determinants for enrolment of learners with visual impairment in regular secondary schools; Assess the environmental determinants for enrolment of learners with visual impairment (VI) in French subject in regular secondary schools; determine available resources for teaching learners with visual impairments in French subject in regular secondary schools; and analyze teaching methods used in teaching French subject to learners with visual impairments in regular secondary schools. A conceptual framework was used to show interrelationships of variables influencing learners with visual impairments in enrolment of French subject in regular secondary schools. Descriptive survey design was adopted for this study. The study population comprised 11 principals, 32 French teachers and 300 learners with visual impairment. Saturated sampling technique was used to select 10 principals, 29 teachers of French and 270 learners with visual impairments. Instruments of data collection included Questionnaires, Focus Group Discussions, Interview schedules, Lesson Observation and Observation Checklist. Qualitative data from interview schedules and Focus Group Discussion were collected and the responses were compared if they were closely related. Content validity was established by presenting the research instruments to experts in Special Needs and Rehabilitation department to assess the relevance of the content used in the tool, and their comments were incorporated to improve quality of the instruments. Reliability of the instruments was determined by pre- testing the instruments on 10% of the respondents from each category, through the test re-test method and reliability coefficient of teacher‟s questionnaire was 8.3, which was above 0.7 the acceptable value. Quantitative data was analyzed using Statistical Package for Social Sciences to get descriptive statistics such as frequency counts, percentages and mean. Qualitative data from Focused Group Discussion and interview schedules were collected and organized, themes emerged and were reported. Findings indicated that determinants that led to low enrolment among learners with visual impairment in French were: low motivation with the mean of (2.16), poor environmental determinants in terms of negative attitude (1.77), rigid curriculum with the mean of (3.98), inadequate resources was a major determinant of low enrolment in French (2.80); inadequate use of learner centered teaching-learning methods (2.74). Peer support did not result to low enrolment of learners pursing French; as it was being practiced very often (4.18). It was concluded that low enrolment among learners with VI was attributed to inadequate motivation, negative attitude, inflexible curriculum, lack of resources and inadequate poor teaching methods. The study recommends that for enrolment to be realized, schools need to motivate learners with VI, avail resources, use learner-centered teaching methods and accepting them in the regular schools. The study is significant to teachers of French and learners with VI as it provides information on determinants for enrolment of learners with visual impairment in French subject in regular secondary schools in Kenya.