MODERATING ROLE OF LEARNERS’ ATTITUDES TOWARDS ASSISTIVE DEVICES IN IMPROVING ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS WITH HEARING CHALLENGES IN MERU AND THARAKA NITHI COUNTIES, KENYA
Abstract
Purpose of the Study: The study sought to investigate the moderating role of learners’ attitudes toward assistive devices in the relationship between assistive technology utilization and academic performance among pupils with hearing impairments in primary schools in Meru and Tharaka Nithi Counties.
Statement of the Problem: Despite Kenya's comprehensive legal frameworks mandating equitable education for learners with disabilities, pupils with hearing impairments in primary schools persistently score between 100 and 200 marks against the national average of 250. This persistent performance gap, particularly evident in Meru and Tharaka Nithi Counties, raises concerns about the effectiveness of existing interventions.
Methodology: Guided by Bandura’s Social Cognitive Theory (1986), the study employed a descriptive survey design across three special primary schools, drawing a sample of 98 respondents from a population of 318 using proportionate and purposive sampling, with data collected through questionnaires, interview schedules, and focus group discussions, validated through piloting (Cronbach’s alpha ≥ 0.71), and analyzed using SPSS v26 for quantitative data and thematic analysis for qualitative data.
Findings: The findings revealed that 55.8% of learners held negative attitudes toward assistive devices, largely driven by stigma (65.2%), inadequate technical support, and limited teacher encouragement. Moderated Multiple Regression analysis confirmed that learners’ attitudes significantly moderate the relationship between assistive technology utilization and academic performance (ΔR² = .063, p = .006). The full model accounted for 37.9% of the variance in academic performance.
Conclusion: The study concludes that learners’ attitudes toward assistive devices play a significant role in shaping the effectiveness of assistive technology in improving academic performance.
Recommendations: The Ministry of Education should implement targeted anti-stigma campaigns to promote positive perceptions of assistive devices. The Teachers Service Commission should integrate attitude-focused training modules into teacher education programs. In addition, schools should establish peer mentorship structures and strengthen technical support systems to enhance the effective utilization of assistive technologies.
Keywords: Learners' attitudes, assistive technology, hearing impairment, academic performance, special needs education
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