ASSESSMENT OF PERCEPTIONS ON DETERMINANTS INFLUENCING ACADEMIC PERFORMANCE AMONG DEAF STUDENTS IN SECONDARY SCHOOLS IN WESTERN KENYA
Abstract
Statement of the Problem: There is limited understanding of the determinants affecting academic performance among deaf students in Western Kenya, which has hindered the development of effective strategies to address their unique learning needs.
Purpose of the Study: The study aimed to assess perceptions of deaf students and key stakeholders on factors influencing academic performance, specifically focusing on attitudes of teachers, teaching-learning strategies, resource adequacy, and the role of language of instruction in mathematics education.
Research Methodology: A descriptive survey design was employed, targeting deaf students, teachers, and parents in secondary schools in Western Kenya. A sample of 322 respondents was selected, and data were collected using validated questionnaires and interviews, analyzed using both qualitative and quantitative methods.
Results and Discussion: Findings revealed that teaching strategies were perceived as inadequate (M = 3.29), with insufficient accommodations and accessible resources (M = 2.74). Teachers needed more support (M = 2.56), and the misalignment between the language of instruction and the preferred communication mode (M = 2.69) further hindered learning.
Conclusion: The study concluded that effective academic performance among deaf learners requires inclusive teaching strategies, accessible resources, and specialized teacher training, particularly in mathematics education.
Recommendation: The study recommends enhanced teacher training, integration of inclusive instructional methods, provision of adapted learning resources, and alignment of instructional language with students’ communication needs.
Keywords: Perceptions, Determinants Academic Performance, Deaf Students, Secondary Schools
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