| dc.description.abstract | Classroom evaluation is significant in teaching as teachers get feedback on how well pupils
are learning what they are being taught. However, they are unadapted evaluation tests because
they lack adjustments which should accommodate learners with Low Vision. (LV). Out of the
7 Sub Counties in Kisumu County, there was high prevalence rate of learners with LV in
Kisumu Central Sub County (25%). The baseline survey carried out in Kisumu Central Sub
County in 3 randomly selected schools indicated that out of seven learners with Low Vision
(LWLV) admitted in grade five in 2015, only one child was retained by 2017 whereby 75% of
them had either repeated or dropped out of school. Moreover, out of 35 LWLV assessed in
grade five from 2014 to 2017, 75% of them scored below 250 marks out of the possible 500 in
unadapted evaluation tests. Records also indicated that teachers had a challenge in adapting
evaluation tests due to inadequate skills. However, effects of unadapted classroom evaluation
tests on transition, repetition and dropout rate was unknown. The purpose of this study
therefore was to examine perceived effects of unadapted classroom evaluation on transition,
repetition and dropout rates among grade five LWLV in Kisumu Central Sub County. The
objectives of the study were to: establish perceived effects of unadapted classroom evaluation
on grade transition among grade five LWLV; determine perceived effects of unadapted
classroom evaluation on grade repetition among grade five LWLV and to establish perceived
effects of unadapted classroom evaluation on school dropout rates among grade five LWLV.
A conceptual framework showing effects of unadapted classroom evaluation as an independent
variable, and grade transition, repetition and dropout rates as dependent variables guided the
study. The study used a descriptive survey research design. The target population comprised
of 20 Head teachers, 40 class teachers and 100 LWLV from 20 public primary schools.
Saturated method of sampling was used to select 18 head teachers, 36 teachers and 90 LWLV.
Interview schedule, structured questionnaire, focus group discussions guide and document
analysis guide were used to collect data from head teachers, teachers, and learners respectively.
Face and content validity of the instrument was enhanced through expert judgement and
revision from the department of Special Needs Education. Reliability of the research
instruments was established through test-retest method of study population where 10% of the
population was used for pilot study. The coefficient for the class teacher’s questionnaire was
0.8 which was above of 0.7 therefore was accepted. Quantitative data from the study
questionnaire was analyzed using descriptive statistics. Qualitative data from interviews, focus
group discussions and document analysis were analyzed in thematic and reported through
triangulation. The study findings revealed that unadapted classroom evaluation tests had
affected grade transition (Mean=3.61), encouraged repetition (Mean=4.00) contributed to high
dropout rates (Mean=4.48) among LWLV. The study concluded that classroom evaluation tests
were used without adaptation, grade repetition was adopted as a solution to improving
performance and learners with LV dropped out school due to fear of performing poorly. The
study recommends that evaluation test should be adapted, enhance individualized testing and
benchmarks requiring attainment of 250 and above score as pass mark be varied based on
conditions to suit unique needs of populations such as LWLV. Constant follow ups and
performance counseling should continuously be done by teachers. The study findings will be
significant to the teachers, learners with LV and regular learners as they should understand that
unadapted evaluation tests affect the performance of learners with LV therefore the need for
its adaptation. | en_US |
