SELECTED INSTRUCTIONAL CONSTRAINTS INFLUENCING EFFECTIVE LEARNING AMONG LEARNERS’ WITH LOW VISION IN PUBLIC SECONDARY SCHOOLS IN THARAKA NITHI COUNTY, KENYA
SELECTED INSTRUCTIONAL CONSTRAINTS INFLUENCING EFFECTIVE LEARNING AMONG LEARNERS’ WITH LOW VISION IN PUBLIC SECONDARY SCHOOLS IN THARAKA NITHI COUNTY, KENYA
Njeru Jane Wanja - Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
Dr. Nzioka Stephen Musila - Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
Dr. Rachel W. Kamau-Kang’ethe - Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
ABSTRACT
This study aimed to assess instructional constraints hindering effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya. The problem this study attempted to solve was the lack of effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya, caused by various instructional constraints. This was crucial in addressing educational disparities and advocating for the rights of learners with disabilities in Kenya and beyond. The study sought to identify and address these challenges to enhance the learning experience and academic performance of these learners. This study was anchored on Vygotsky’s (1978) Sociocultural Theory combined with Meyer et al. (2014) Universal Design for Learning (UDL) principles. Vygotsky’s theory emphasizes the importance of social interactions, scaffolding, and tailored learning experiences that can help learners with disabilities, including those with low vision, overcome cognitive barriers by leveraging the right support systems, such as assistive technologies and teacher guidance. Universal Design for Learning (UDL), on the other hand, advocates for designing instructional methods that accommodate diverse learners, including those with visual impairments, by providing multiple means of engagement, representation, and expression. Summarize to four sentences. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. A questionnaire was used to collect data from both teachers and learners, as well as a lesson observation schedule. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. The sample comprised 297 teachers and 100 learners with low vision totaling to 397. A questionnaire was used to collect data from both teachers and learners. A pilot study was carried out in two schools involving 30 teachers and 10 learners. Results of data analysis showed that effective learning outcomes for learners with low vision significantly correlate with the availability and use of assistive technology. However, constraints such as insufficient resources and inadequate teacher training were prominent barriers. It was established that the use of activity-based instructional methods, like practical lab activities and student projects, was limited by inadequate tactile materials. The study concluded that instructional constraints related to assistive technology, activity-based learning, and tactile graphics critically hinder effective learning for students with low vision in Tharaka Nithi County. Streamlining lesson planning to better incorporate these resources will enhance the effectiveness of activity-based learning and ultimately improve educational outcomes for students with low vision.
