Influence of Curriculum Perspectives on Academic Performance in Mathematics in Schools for Deaf in Kenya.
Year: 2024
Type: article
Study design: Observational Study
Abstract: Mathematics is one of the three science subjects offered in the 8-4-4 system of Education in kenya. However, previous studies have indicated low performance in the subject to learners with hearing impairment in the Kenya Certificate of Secondary Education (K.C.S.E) examination in comparison to other subjects. The underlying cause of such performance in Mathematics by deaf learners had not been brought to surface. For this reason, the purpose of the study was to find out the influence of curriculum perspective on academic performance in Mathematics in schools for the deaf in Kenya, in relation to curriculum content, teaching and learning resources, teaching methods and time allocated for the Mathematics curriculum implementation. The study was guided by the constructivist theory. It adopted a descriptive research design. The study analyzed four heads of department, eight teachers of Mathematics and a hundred students taking Mathematics. Data was collected using questionnaires, interview schedules and document analysis. The reliability of the data collection instruments was ensured through reviews done by the experts. Quantitative data was analyzed using frequency counts, percentages and mean. The study findings indicated a mean of (3.153) was used to evaluate the curriculum content and its suitability for the learners, On the availability of teaching and learning resources for the curriculum implementation, the mean of (2.368) was used, in establishing the teaching methods used in Mathematics. a mean of (2.195) was used and in evaluating the time allocated for the implementation of the curriculum, a mean of (2.910) was used. The study recommended on the need of some adaptations on the mathematics curriculum so that it can suit the needs of the learners with hearing impairment, e.g. complex topics must be revised and language used should be made simple for them. There was need of teachers to be involved in designing the mathematics curriculum content for learners with hearing impairments since they understand more on their specials needs which hinder them from accessing the curriculum. There was need of more exposures to mathematical practical sessions for such learners. Learners should be encouraged to be creative during learning and relate mathematics in real life situations. The study recommended on the use of Kenyan Sign language can be of a great importance during evaluation, Language used in the teaching methods should be simple and flexible based on their needs and pace of understanding because rushing for syllabus coverage may result in poor performance. Finally it recommends for more instructional time during evaluation because by allocating more time to them, they are able to finish their work.
Authors: Kalama Hassan Fondo, Joel Okutoyi
Institution: Maseno University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4404486995