INFLUENCE OF TEACHER-STUDENT RELATIONSHIPS ON ACADEMIC PERFORMANCE OF LEARNERS WITH LEARNING DISABILITIES IN NAIROBI COUNTY, KENYA

Authors

  • Melvine Elizabeth Akinyi Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi Kenya
  • Jessina Muthee PhD, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya
  • Stephen Nzoka PhD, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v10i2.5290

Keywords:

academic performance, learning disability, teacher-student relationships, regular primary schools

Abstract

This study aimed to examine the influence of teacher-student relationships on the academic performance of learners with learning disabilities in Nairobi County. Systems theory and Social Cognitive theories were adopted. A descriptive correlational research design was employed using a mixed research approach. The target population comprised 4 head teachers, 62 teachers, and 1,923 learners with learning disabilities from 4 regular primary schools in Nairobi City County. Stratified random sampling and simple random sampling were applied to select the four schools and respondents from each school respectively. A purposive sampling technique was utilized to choose the head teachers and teachers from each school. Questionnaires, focus group discussions, interview guides, and screening tools were used to gather data. Quantitative data collected was analyzed using descriptive statistical techniques, whereas qualitative was transcribed and qualitatively analyzed in a thematic approach. A correlation test was done on the hypotheses to ascertain the relation between independent variables and dependent variables at a statistical significance of p≤0.05 (p=5%) using Chi-square. Pearson product-moment correlation was computed to measure the strength of the association between predictors and children’s academic performance variables. Qualitative data analysis involved transcription and analysis of open-ended questions from research tools using thematic analysis. Findings showed that all proxies for the teacher-student relationship except dependency level had a significant p-value (p<0.05) at 95% Confidential Interval. Statistical statistics from chi-square the correlation between teacher-student relationships and learners’ academic performance was statistically significant the null hypothesis was rejected. The study concluded that teacher-student relationships result in improvement in learners’ academic performance. School policies have no significant relationship with learners’ academic performance in primary school schools in Nairobi City County. The study recommended that teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the learners with learning disabilities feel accepted and motivated to improve their academic work.

 

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Author Biographies

  • Melvine Elizabeth Akinyi, Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi Kenya

    Akinyi Melvine Elizabeth has been a teacher in different International Schools. She is a Master’s Degree holder in Special Needs Education (Learning Disabilities) at the Department of Early Childhood and Special Needs Education in the School of Education Kenyatta University, Kenya. Her hobby is advancing in research of learners with learning disabilities. She is deeply committed to advocating for special needs education and strongly believe in the importance of spreading understanding and awareness of special needs education, particularly in rural areas where access to such resources may be limited. Her goal is to work towards creating inclusive learning environments that celebrate diversity and empower every child to reach their full potential.

  • Jessina Muthee, PhD, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

    Dr. Jessina Muthee is lecturer in the School of Education at the Department of Early Childhood and Special Needs, Kenyatta University, Kenya.

  • Stephen Nzoka, PhD, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University P.O Box 43844-10100, Nairobi, Kenya

    Dr. Stephen Nzoka is Senior Lecturer in the Department of Early Childhood and Special Needs, in the school of Education Kenyatta University, Kenya.

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Published

2024-03-25

Issue

Vol. 10 No. 2 (2024)

Section

Articles

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