1.
BACKGROUND TO THE STUDY
Designation
of a good curriculum and inclusion of appropriate content for learners has been
outlined as the main ingredient for the implementation of any successful course (Alshehry, 2014). Previous studies had also
found out that both teachers and learners of Mathematics prefer a Mathematics
curriculum that is student centered in nature (Ergin,
M. Safak, & S.K Ingenc, 2011). However, implementation of such
curricula has faced a blow due to factors such as; students’ interest in
Mathematics, inadequate laboratory facilities, insufficient teaching time and
lack of technology in learning. Adaptation of curriculum and teacher
qualification have been identified as key determinants of successful
implementation of the Mathematics curriculum among deaf learners (Naidoo, 2008; Roald, 2000). Locally, lack of
involvement of teachers at all levels of curriculum design has been identified
as the main reason as to why the curriculum is not well implemented (Kobiah, 2016).
Science, Mathematics included, is resource
intensive. And for proper implementation of its curriculum, enough resources
for the subject within school have to be provided (Bassey, 2002). Lack of
resources for teaching Mathematics has therefore been identified by previous
studies as the main reason for students’ poor performance and implementation of
the Mathematics curriculum (Maruff and Gbolagade, 2011). Teacher creativity,
improvisation and adaptation of local and available teaching and learning
materials have thus been identified as the best mitigations to include learners
with hearing impairment fully in learning Mathematics (Naidoo, 2008). Laboratories, libraries, textbooks, laboratory
equipment, proper infrastructure and ICT are some of the components mentioned
in previous studies as key to proper implementation of physic curriculum in
schools. In special schools for learners with hearing impairment, availability
of well-trained Mathematics teachers in the field of special need education is
key to these learners’ achievement in Mathematics (Mwendwa, 2015).
Teaching methods are what constitutes good
teaching (Mtsem, 2011). Open methods of teaching such as discussions, mind
mapping, charts, graphical presentations and cartoons in teaching have been
suggested as best for bot learners of Mathematics without or without hearing
impairment (Roald, 2002; Holubova, 2015).
Previous studies have indicated that practical work and integration of ICT in
Mathematics curriculum delivery is likely to improve learners’ achievement in
Mathematics (Obafemi Deborah, 2015). On
the other hand, lectures as a method of teaching has been discouraged since
science is a more practical subject. Learners’ own discovery has been suggested
as best for learners in acquiring skills of Mathematics and any other
scientific skills (Owolabi and Oginni 2013).
When learners cover more content within the
curriculum, it enhances their chances of better performance in Mathematics.
However, the clearing syllabus within the Mathematics curriculum has been
difficult as indicated from previous studies. This is attributed to lack of
sufficient time as provided by the curriculum for teaching (Ajaja, 2009), (Abamba, 2012). Besides insufficient time,
abstract content and difficult content hindering comprehension have been
pointed out as additional reasons for luck of syllabus completion for learners
with hearing impairment. This translates to a large section of the syllabus
uncovered in Mathematics in secondary school for the deaf (Nyokabi, 2011).
For a high school Mathematics to be termed
successful, it has to translate to learners’ achievement in Mathematics.
Curriculum content, teaching methodologies, time and teaching and learning
equipment is core to a successful implementation of the Mathematics curriculum.
However, from previous studies, in the literature reviewed, it is not clear if
there are enough signs enough for all Mathematics terms, whether the content
within the Mathematics curriculum is appropriate for leaners with hearing
impairment locally or not. The state of teaching and learning materials, their
availability and condition is not clear for school for the deaf in the Kenya. from
the review of literature, it is also not clear whether recommendation from
previous studies have been implemented locally, what teaching methods are
employed by teachers of Mathematics for the deaf locally and whether there are
any in-service training programs for Mathematics teachers in special secondary
schools for the deaf in Kenya. With these in view, it is therefore necessary
for a study to be done locally to clarify some of these issues and bring into
picture the state of the Mathematics curriculum in Kenya into view.
In the current world, every device that
surrounds us has science and most of our actions are informed by science.
Science has proved to be a solution to majority of our problems. It has been
defined as a body of empirical, theoretical and practical knowledge about the
natural world produced by consistent and cumulative process which emphasize on
observation, explanation and prediction of real world phenomena using
experiment (Mishra & B. Yadav, 2013).
(Alshehry 2014) indicated that for any
successful and effective implementation of any course in line with the syllabus
will always depend on the curriculum which must be well designed.
2. PURPOSE OF THE
STUDY
The
purpose of the study was to determine the influence of curriculum perspectives
on academic performance in Mathematics in schools for the deaf in Kenya. The
objectives to this study were to:evaluate Mathematics curriculum content and
its suitability for learners with hearing impairment, identify the availability
of teaching and learning resources for Mathematics curriculum implementation,
establish the teaching methods used in Mathematics and to evaluate the time
allocated for the implementation of
Mathematics curriculum and syllabus in secondary schools for the deaf in
Kenya.
3. RESEARCH
METHODOLOGY
The study adopted
descriptive statistics research design. The study was carried out in Kisumu
County. The target population was the schools for the deaf in Kenya. However, not all the secondary
schools offer Mathematics as a subject to KCSE level. Of the many secondary
schools for the deaf, one is a boys’ boarding secondary school for deaf, one is
a girls’ boarding secondary school for the deaf and 19 are mixed secondary
schools for the deaf. Reliability of the instruments was established through
test-retest method on 10% of study population using Pearson correlation,
reliability was accepted at 0.7 and above. Quantitative data was analyzed in
percentages and mean whereas qualitative data was transcribed, analyzed and
reported in emergent themes and sub-themes.
4. RESULTS AND DISCUSSIONS
4.1 Evaluate the
Mathematics curriculum content and its suitability for learners with hearing
impairment in secondary schools for the deaf in Kenya.
This
research had a target sample size of 50 respondents from which 40 responded to
the questionnaires and returned them. This made a response rate of 80 %. Which
was satisfactory to make representative conclusions for the study. According to
Mugenda and Mugenda (2003), a response rate of 50 % is adequate for analysis
and reporting, a rate of 60% is good and a response rate of 70% and over is
excellent. Based on this scale, the response rate was excellent.
From the respondent view on this objective
consist of 4 statements to which respondents respond using a five-point Likert
scale.
This
implies the between the mean of 1.00 to 2.50 means that there is inappropriate
time allocated for the implementation of Mathematics curriculum and syllabus in
secondary schools for the deaf in Kenya, and between the mean of 2.51 to 5.00
implies that there is appropriate time allocated for the implementation of
Mathematics curriculum and syllabus in secondary schools for the deaf in Kenya.
In relation to the finding for the variables
of the respondent the grand mean was 2.915 which implies that there is appropriate
time allocated for the implementation of Mathematics curriculum and syllabus in
secondary schools for the deaf in Kenya hence the method is good for learning
mathematics. The above findings we supported by follow researchers and scholars
and they found out that;
Studies done about learners with hearing
impairment have discovered insufficient time, wide syllabus, and abstract
content within the syllabus as barriers to completion of syllabus in time. For
instance, Mukangu (2008) conducted a study on teaching methods, learning
resource and utilization strategies by teachers and learners to identify
instructional resources and their pedagogical constraints to teaching social
studies at Kerugoya School for the deaf. The study targeted a population of 160
respondents and sample size of 88 respondents. From his study, he finds out
that the time allocated for syllabus coverage to teachers of the deaf is not
sufficient to cover the entire syllabus. His findings agree with those in a
research done by (Nyokabi, 2011) in four
secondary schools for the deaf in Kenya on curriculum factors influencing the
performance of deaf students in mathematics, which found out that 90% of
teachers in these schools never clear the syllabus on time while only 10% made
it on time. This was attributed to; some difficult topics as perceived by
learners, difficult topics as posted by teachers, the learning speed of the
learners which implied that teachers had to dwell long than required to cover
some of these topics.
Nyokabi, 2011 also found out Topics that were
abstract, involved a lot application, required visualization and used specific
language that required comprehension and correct interpretation were reported
as difficult. From these findings, (Nyokabi,
2011) recommends a revision and simplification of the language used in
textbooks and examinations meant for deaf students. More instructional time for
deaf learners is also suggested to improve performance of mathematics among
deaf high school learners.
CONCLUSION
The
study reveals that the current mathematics curriculum presents significant
challenges for learners who are deaf. The rigid structure, abstract nature of
certain topics, and lack of sufficient visual aids make it difficult for these
learners to fully grasp mathematical concepts. Furthermore, the inadequate time
allocated for curriculum evaluation and syllabus coverage hampers the ability
of learners to perform well in mathematics.
Additionally, the limited exposure to
practical mathematical sessions reduces opportunities for hands-on learning,
further affecting comprehension and application. The research also indicates
that the teaching methods employed do not sufficiently encourage creativity,
critical thinking, or the application of mathematical concepts to real-life
scenarios, which are crucial for improving academic performance.
Overall, the curriculum's limitations,
coupled with insufficient resources, teaching strategies, and time, negatively
impact the academic performance of learners with hearing impairments in mathematics.
Addressing these challenges would require a more flexible, inclusive curriculum
and pedagogical approaches tailored to meet the unique needs of these learners.
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