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dc.contributor.authorOMOLO, Akinyi. Sarah
dc.date.accessioned2022-12-19T14:47:34Z
dc.date.available2022-12-19T14:47:34Z
dc.date.issued2022
dc.identifier.urihttps://repository.maseno.ac.ke/handle/123456789/5558
dc.descriptionMasters Thesisen_US
dc.description.abstractClassroom 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
dc.publisherMaseno Universityen_US
dc.titlePerceived effects of unadapted classroom evaluation on transition, repetition and dropout rates among grade five learners with low vision in public primary schools in Kisumu central sub county, Kenyaen_US
dc.typeThesisen_US


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