dc.contributor.author | Juma, J. I. | |
dc.contributor.author | Bota, K. | |
dc.contributor.author | Nyatuka, B. O. | |
dc.date.accessioned | 2021-12-20T05:07:02Z | |
dc.date.available | 2021-12-20T05:07:02Z | |
dc.date.issued | 2020-09-22 | |
dc.identifier.uri | http://www.strategicjournals.com/index.php/journal/article/viewFile/1802/1727 | |
dc.identifier.uri | http://ir-library.mmust.ac.ke:8080/xmlui/handle/123456789/1881 | |
dc.description.abstract | Despite the apparent familiarity with the concept of inclusive education (IE), there is still inconsistency in
integrating it at the level of policy development and implementation. The objective of the study therefore,
was to establish the extent to which teaching and learning approaches influence the implementation of IE
programme among 6-9 years old pupils in public primary schools in Kanduyi sub-county, Bungoma County,
Kenya. This study was guided by social disability theory. It employed the descriptive survey research design
and targeted 275 respondents comprising of 99 head teachers, 40 Special Needs Education (SNE) teachers
and 136 lower primary class teachers. The study sampled 30% of the 275 respondents to get a sample of 83
respondents. In this study, the research instruments used were questionnaires and interview guides. The
study tested the tools’ content, criterion and construct validity while the reliability of the questionnaire was
determined through the Cronbach’s alpha coefficient to measure the internal consistency. The findings of the
pilot study showed that all the three scales were reliable as their reliability values were above the prescribed
threshold of 0.7. Quantitative data was analyzed using such descriptive statistics as frequency counts,
percentages and means while inferential statistics, including correlation and regression analysis was
employed. Qualitative data was put into various categories and reported in an ongoing process as themes
and sub-themes emerged for each of the objectives. Analyzed data was presented using charts, graphs and
tables. The findings indicated that there was a strong positive and significant relationship between teaching
approaches and implementation of inclusive education programme in lower public primary schools. Based on
the study results, it was recommended that there is need to ensure that effective learning approaches
suitable for implementing IE are used. Also, the curriculum should be made flexible and avail adequate
facilities and visual aids. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Strategic Journal of Business & Change Management | en_US |
dc.subject | Influence ,Teaching, Learning, Approaches, Implementation ,Inclusive, Education, Public, Primary, Schools | en_US |
dc.title | Influence of Teaching and Learning Approaches on Implementation of Inclusive Education in Public Primary Schools in Kanduyi Sub-county, Kenya | en_US |
dc.type | Article | en_US |