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Curriculum factors influencing performance of deaf students in mathematics

Abstract

Everline Nyokabi Maina, Peter Adoyo Oracha, Francis Chisikwa Indoshi

Mathematics is a key subject in career development, hence compulsory in the Kenyan secondary school curriculum. Studies have shown that performance of deaf students in national examinations in Kenya has generally been poor. Performance of deaf students in mathematics in Kenya Certificate of Secondary Education (K.C.S.E) examination has even been poorer compared to other subjects. Evidence on why deaf students have continued to perform poorly in mathematics in K.C.S.E examination has not been shown. The purpose of this study therefore was to find out curriculum factors influencing performance of deaf students in mathematics in K.C.S.E examination in relation to methods of teaching, time on task, medium of instruction and content coverage. Descriptive survey research design was used for this study. The study was carried out in Kenya in 4 districts namely; Nyeri-South, Bondo, Mumias and Rongo. The study sample comprised 3 head teachers, 10 mathematics teachers and 112 students. Data was collected by use of questionnaires, interviews and observation. It was analyzed and presented using descriptive statistics such as percentages and frequency tables. Curriculum factors found to influence performance of deaf students in mathematics in K.C.S.E examination included content coverage, time on task and medium of instruction. This study recommends early intervention measures for the students, intensive in-service training of teachers on methods of teaching mathematics to the deaf; employment of relevant specially trained teachers; and curriculum adaptation in terms of content and time

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