Influence of school based factors on academic performance of learners with physical disabilities in primary schools in Homa bay county

Abstract

Education is a fundamental right for all persons including those with disabilities and special needs. It is a key to other human rights, the heart of development and a tool for empowering people to improve their welfare. However, placing learners with disabilities into the general education setting without proper support and intervention has proved disastrous to their wellbeing and academic performance. The purpose of the study was to establish the influence of school based factors on academic performance of learners with physical disabilities in primary schools in Homa Bay County. The objectives of the study were to: determine the influence of teachers’ work habits on academic performance of learners with physical disabilities; assess the influence of school leadership on academic performance of learners with physical disabilities; and to establish the influence of physical facilities on academic performance of learners with physical disabilities in Homa Bay County. The study was based on the latent trait theory of mental ability. The study employed descriptive survey design. The study targeted 6885 teachers from 874 primary schools in Homa Bay County. The sample size was obtained through Yamane model where 378 teachers from 274 primary schools formed the sample size. Multi stage sampling technique was used. A structured questionnaire was used to collect data from teachers. The research instruments was pre-tested for reliability using Cronbach’s alpha (α) during piloting. Content and construct validity was ascertained by subjecting the teachers’ questionnaire to the university supervisors scrutiny. Data was analyzed through correlation and regression models and results presented in tables. Teachers work habits had a statistically significant moderate positive correlation (R=.497; p < .05) with academic performance. Teachers work habits had a statistically significant influence on academic performance (F (1,328) = 107.137; p < .05) attributing 24.7% variance. School leadership had a statistically significant moderate positive correlation (R=.508; p < .05) with academic performance. School leadership had a statistically significant influence on academic performance (F (1,328) = 113.610; p < .05) attributing 25.8% variance. School facilities had a statistically significant weak positive correlation (R=.398; p < .05) with academic performance. School facilities had a statistically significant influence on academic performance (F (1,328) = 61.712; P< .05) attributing 15.9% variance. In conclusion, teachers work habits, school leadership and school facilities had significant influence on academic performance of learners’ with physical disabilities in primary schools in Homa Bay County. The study recommends: intensified use of measures which strengthens good teacher work habit, good leadership and schools infrastructure.