| dc.description.abstract | Through the Ministry of Education, the government of Kenya has put in place legal frameworks
and policies to support children's education with special needs. It has implemented measures such
as training and employing teachers to deliver special needs quality education and increasing
budgetary allocations for the same. Despite these efforts, academic performance in primary
schools for students with hearing impairments has been dismal, falling below the national average
of 250 points. This study aimed to assess the utilization of assistive technologies towards
improving the academic performance in primary schools for learners with hearing challenges in
Meru and Tharaka Nithi counties, Kenya, and determine the moderating effect of learner's attitude
in the hypothesized relationship. The study's key objectives were to investigate the impact of
listening assistive technology, augmentative and alternative assistive technologies, and alerting
assistive technology on academic achievement in primary schools for students with hearing
impairments. The last objective looked at how learners' attitudes influenced the hypothesized
relationship. The cause and effect theory, capacity theory, and social cognitive theory drove the
study. It adopted the pragmatism philosophy and applied a mixed-methods approach. It utilized
correlational and descriptive survey research designs. The three primary schools for students with
hearing impairments were the target audience, and information was contributed by students,
teaching and non-teaching personnel, head teachers, and County Educational Directors of
Education. The learners, teaching and non-teaching personnel were selected using simple random,
however the three head teachers and two County Educational Directors of Education were chosen
on purposively. Data were collected using questionnaires, focused group discussion and an
interview guide. Piloting enabled the checking of the reliability and validity of instruments. The
quantitative data were analyzed using SPSS. The mean, mode and percentages were computed,
while correlation and regression analysis helped to test hypotheses. Thematic analysis was used to
assess the qualitative data. Tables, graphs, and identified themes were used to present the findings.
The study confirmed that the academic performance in the three primary schools was poor. The
schools had few assistive technology devices, which were poorly maintained and limited in
variety; hence, their utilization in class and during examinations was conspicuously very low.
Moreover, the learners lacked enough skills, while the schools lacked clear guidelines regarding
their utilization. The government's support was also negligible. Nevertheless, the three assistive
technology devices were statistically significant in influencing the academic performance in
primary schools for learners with hearing impairments. The learner's attitude moderated the
hypothesized relationship in this study. The study recommends that the Ministry of Education not
only purchase all the requisite assistive technology devices but also allocate some funds for repair
and maintenance. It should come up with training schedules for learners on assistive devices.
Policy was needed to foster the use of assistive technology devices in classes and during
examinations. The Teacher Service Commission should liaise with the government to ensure that
all the teachers posted to primary schools for learners with hearing impairments are well trained
in using the assistive technology devices. Findings have implications on curriculum, funding, and
teaching practices of the hearing impaired learners. | en_US |
