Performance of Learners with Visual Impairment in Summative Evaluation in Special Schools in Kenya

Serah Wanja Njue

Performance of Learners with Visual Impairment in Summative Evaluation in Special Schools in Kenya

Serah Wanja Njue * §

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Kenyatta University, Nairobi-Kenya.

Performance of Learners with Visual Impairment in Summative Evaluation in Special Schools in Kenya

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Abstract

Vision is the most crucial sense among the five senses. Almost 80 percent of all learning is achieved through the visual channel. Good vision is therefore paramount for learners to reach their academic potential. Lack of it can negatively affect how a learner performs in examinations. Available studies have looked at the performance of learners with visual impairment in specific subjects. The aim of the study was therefore to explore the general performance of learners with visual impairment in summative evaluation in special schools in Kenya. A survey design with qualitative research method was adopted. Examination results from four special schools for learners with visual impairment were analyzed and in addition, a questionnaire was used to solicit more information from teachers who taught the classes under study. Descriptive statistics were used to analyze data and findings were presented in tables and percentages. Findings indicated that; learners with visual impairment generally performed poorly in examinations. Mathematics and sciences were the worst done at secondary school level where as Kiswahili and Social studies were the two worst performed at primary school level.

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No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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How to Cite This Article

Serah Njue. 2021. "Performance of Learners with Visual Impairment in Summative Evaluation in Special Schools in Kenya". Global Journal of Human-Social Science, Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 21 (GJHSS Volume 21 Issue G7).

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GJHSS Volume 21 Issue G7

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification FOR Code: 930199

Submission ReceivedSeptember 13, 2021
Peer Review Double Blind
Handling Editor
Accepted October 3, 2021
Published October 15, 2021

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v1.2

Issue date

June 10, 2021

Language

English

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