INTERPLAY BETWEEN PARENT-TEACHER COLLABORATION AND ACADEMIC PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN MIGORI COUNTY, KENYA

Authors

  • Paul Omondi Oduor Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-10100, Nairobi, Kenya
  • Margaret W. Murugami PhD, Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-10100, Nairobi, Kenya
  • Franciscah I. Wamocho 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.v10i4.5431

Keywords:

academic performance, learners with learning disability, parental involvement, parent-teacher collaboration

Abstract

This study aimed to establish the influence of parent-teacher collaboration on the academic performance of pupils with Learning Disabilities (LD) in public primary schools in Migori County, Kenya. The study adopted a descriptive design. The study was guided by Constructivist Theory developed by Jerome Bruner (1966). The target population was 47 primary schools, 1000 pupils in grade three, 113 parents of pupils with learning disabilities, 47 grade 3 class teachers, and 47 head teachers in Migori County. A simple random sampling technique was used to select the primary schools. Grade three pupils, class teachers, parents, and head teachers were selected using a purposive sampling technique. The sample size consisted of 11 primary schools, 11 grade 3 class teachers, 11 head teachers, 55 grade 3 pupils, and 22 parents. Researcher-constructed questionnaires, pupil rating scales, and test and interview schedules were used to collect data. To establish the validity and reliability of the research instruments, a pilot study was carried out in one primary school in Migori County. The collected data were descriptively analyzed using means, frequencies, and percentages. Pearson product-moment correlation analysis was used to examine the nature of the relationships among the study variables. The results were presented using tables. The data from the interview schedule for the head teachers were analyzed thematically, and the results were incorporated into the quantitative findings. Findings indicated that effective collaboration between parents and teachers significantly enhanced academic performance. The study concluded that there was a positive correlation between parent-teacher collaboration and the academic performance of pupils with LD revealed a positive correlation, emphasizing the significance of collaborative efforts to elevate academic achievement. The study recommended that to strengthen collaborative efforts, it is imperative to foster a deeper partnership between teachers and parents. In a leadership role, head teachers need to take the lead in sensitizing both teachers and parents on the profound significance of parent-teacher collaboration for the academic performance of pupils with LD. Also, teachers and Ministry of Education officials in the county should create time to meet the parents and teachers to sensitize them about LD and their needs to improve the learning outcomes of such learners.

 

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Author Biographies

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

    Paul Omondi Oduor is a teacher at Kodila Primary School in Migori County; he 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. His research interests include module writing, conference paper writing, doctoral thesis and publishing conference papers.

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

    Dr. Margaret W. Murugami is a lecturer in the School of Education at the Department of Early Childhood and Special Needs, Kenyatta University, Kenya. Research Interest on

    making self-efficacy of learners with disabilities position.

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

    Dr. Franciscah I Wamocho is a lecturer in the School of Education at the Department of Early Childhood and Special Needs, Kenyatta University, Kenya. She holds a PhD in Guidance and Counseling for students with Special Educational Needs at Kenyatta University. She holds a Master's degree in Special Education from Mississippi State University, USA. B.A. in Special Education, Central Wesleyan College, SC, USA; A.Sc. in Special Education, Santa Fe Community College, Gainsville, Florida, USA; and P.1 Training, Eregi T.T.C., Maragoli, Kenya.

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Published

2024-06-18

Issue

Vol. 10 No. 4 (2024)

Section

Articles

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