TEACHERS’ ATTITUDE AND ITS EFFECT ON PERFORMANCE IN ENGLISH AMONG LEARNERS WITH MILD INTELLECTUAL DISABILITY IN SELECTED PRIMARY SCHOOLS IN KIAMBU COUNTY, KENYA

Mary Wanjiku Gachie, George M Mathenge, S. Nzoka
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Abstract

Specifically, the study aimed at determining the attitude of teachers toward learners with MID in selected primary schools in Kiambu County and how it influenced their performance in English. The study employed social constructivist theory to explore the teachers’ instructional strategies that had an effect on the English performance of learners with MID in acquiring self-regulation. In this study 31 class six English teachers, 2111 class six learners and 31 school administrators within 3 zones were targeted in the descriptive survey study. A 20% sample was used to sample the learners, while purposeful sampling was used for the teachers and school administrators. The study used a sample of 31 school administrators, 31 teachers and 422 learners, all from the three identified zones. Observation schedules, interview schedules and questionnaires were used to collect data. Piloting was done in Gicharani primary school to enhance the validity of the research instruments while the test and re-test method was used to test the instruments’ reliability. Quantitative data questions were analyzed by descriptive statistics such as frequencies, percentages and measures of central tendencies. Findings revealed that the teachers’ attitude was positive with some having a negative attitude. The chi-square analysis revealed that the p-value was statistically significant at 0.018 implying that the teachers’ attitude towards the learners affected the learners with MID’s English performance. The study concludes that the teachers’ attitude towards learners with MID had a significant influence on the MID learners’ performance in English. The study recommends that primary school teachers should be trained on the need for a positive attitude in the classroom towards all the learners, more so those with MID to ensure their participation in class and improved self-esteem.  Article visualizations:
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在肯亚坎布县选定的小学中,教师的态度及其对轻度智障学生英语成绩的影响
具体而言,本研究旨在确定教师对Kiambu县选定小学的MID学生的态度,以及这种态度如何影响他们的英语表现。本研究运用社会建构主义理论探讨了教师的教学策略对中母语学习者习得自我调节的影响。本研究以3个区域的31名6班英语教师、2111名6班学习者和31名学校管理人员为研究对象进行了描述性调查研究。20%的样本用于对学习者进行抽样,而有目的的样本用于对教师和学校管理人员进行抽样。该研究使用了31名学校管理人员、31名教师和422名学习者的样本,他们都来自三个确定的区域。采用观察表、访谈表和问卷调查收集数据。在Gicharani小学进行了试点,以提高研究仪器的效度,并采用测试和再测试的方法来测试仪器的信度。定量数据问题通过描述性统计分析,如频率、百分比和集中趋势测量。调查结果显示,教师的态度是积极的,有一些态度是消极的。卡方分析显示,p值为0.018,具有统计学意义,这表明教师对学习者的态度影响MID学习者的英语成绩。本研究发现,教师对中母语学习者的态度对中母语学习者的英语成绩有显著影响。研究建议,小学教师应接受培训,了解在课堂上对所有学习者,尤其是对MID患者,需要采取积极的态度,以确保他们参与课堂并提高自尊。可视化条
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