https://repository.maseno.ac.ke/handle/123456789/1327 2026-05-15T12:08:37Z https://repository.maseno.ac.ke/handle/123456789/5680 Implementation of inclusive education practices in regular Primary schools in Kisumu east sub-county, Kisumu county, Kenya ASUGO, Otieno Juliana Inclusive Education requires general education schools to restructure and reorganize their practices and routines to accommodate students with disabilities. Baseline survey conducted in 2017, indicated that between 2012- 2016, 10(20.81%) out of 49 regular primary schools in Kisumu East sub- County practice Inclusive Education while in the neighbouring sub- counties, Kisumu Central sub –County had 12 (40%) primary schools out of 30,Kisumu West sub- County 39 (43.82%) schools out of 89 schools, Nyando sub – County 41(41.14%) schools out of 99 schools practicing inclusive education. The ten regular primary schools that practice inclusive education by design in Kisumu East Sub County were not practicing inclusive education to the extent that was expected. The reason for this was not known. This was a clear indication that implementation of inclusive education practices in regular primary schools in Kisumu East sub – County was still an area of concern. Purpose of the study was to examine extent of implementation of Inclusive Education practices in Regular Primary Schools in Kisumu East sub County. Objectives of the study were to: establish the extent of implementation of environmental adaptations in Regular Primary Schools, establish the extent of implementation of curriculum differentiation in Regular Primary Schools, determine the participation of learners with special needs in Regular Primary Schools; and examine the extent of implementation of Individualized Education Plan in Regular Primary Schools. The Organizational Readiness Theory by Weiner (2009) guided this study. The study used descriptive survey research design. Target population was200 teachers, 49 head teachers, 1 Curriculum Support Officer and 100 learners with special needs (class 4-8). Simple random sampling technique was used to select 60 teachers and 30 learners with special needs while purposive sampling technique was used to select 10 head teachers and saturated sampling technique was used to select 1 Curriculum Support Officer. Purposive sampling technique was used to select ten Regular Primary Schools out of the 49 Regular Primary schools in Kisumu East sub- County. Data was collected using questionnaires, interview schedule and observation checklist. Construct and content validity were ascertained by experts in the Department of special needs education, Maseno University. A pilot study was carried out in one school not part of the study. Reliability of the instruments was calculated by test-retest method using pearsons „r‟ of 0.7and above. Test-retest of the instrument for teacher questionnaire in the pilot study yielded a reliability coefficient of 0.82. Quantitative data was analyzed using frequency, percentages and means.Data collected through interview schedule was transcribed, organized into themes, categories and sub- categories and reported in an on-going process. Findings of the study revealed the extent of environmental adaptations to a small extent as it registered an overall mean rating of 1.70. The small extent implied inaccessibility and barrier to learners with special needs. Findings on curriculum differentiation had overall mean rating of 1.90. This implied that the curriculum was unresponsive to learner‟s diversity. Participation of learners with special needs registered an overall mean of 1.89 implying unsuccessful and non-beneficial learning experiences and outcomes. Individualized Education Plan Usage had an overall mean of 1.74 implying non-existent usage of IEP. The results of the study may be used by Kenya Institute of Curriculum Development (KICD) and Ministry of Education, Science and Technology (MoEST) as a guide in restructuring education delivery programmes. The study recommends restructuring the regular school environment, rearranging the curriculum by KICD to be responsive to learner‟s diversity, recognition of each learner‟s potential and emphasis on collaboration in making IEP and its usage in regular primary schools. 2022-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5558 Perceived 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, Kenya OMOLO, Akinyi. Sarah 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. Masters Thesis 2022-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5076 Branching Processes Theory and Applications MAKUMIH 1986-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5068 The Influence of Administrator's Values in Teacher Selection LAUREL, Leanne Chomyc This study examined the influence administrators' values have on their selection of certificated teaching personnel. It was a qualitative study consisting ofinterviews, observations and document analysis to gather data from five "-'administrators from a large urban school district. The data were restricted to the administrators' experiences of opening new schools in this district. The research centered ar.ound the general question, 'what influence do values have on the teacher selection practices as reported by selected school based administrators?'. The researcher began by identifying and categorizing values noted by the administrators with the aid of an existing values matrix. Once the categories were refined to better reflect the intentions of the participants, they were then analyzed against the teacher selection process as identified by the participants. The research finding indicated that the administrators did not necessarily use the same values in their selection process as they did in their daily decision making activities. In teacher selection, the values which held the most influence were those from the social and political category, followed by basic human values and general moral values. With respect to the process of teacher selection as identified by the participants, value judgments could be found as influencing their actions at every step. An added benefit of this study was the reflective nature of the participants. Throughout the data gathering, they were forthright in acknowledging their value judgments and even began to apply them to their current practices. The hope here is that this will improve the decision-making practice of teacher selection thereby creating a more effective process. 1999-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4120 Challenges Faced by Principals in Enhancing Students’ Academic Achievement in Public Secondary Schools in Ndhiwa Sub-County, Kenya ONYANGO, Jared Mwalo Globally, principals play a very important role in enhancing students‟ academic achievement. However, in the process of doing this, studies have shown that, principals are faced with a number of challenges resulting in poor performance of students. Public Secondary Schools in Ndhiwa Sub County have not been performing well academically as shown by Kenya Certificate of Secondary Education (K.C.S.E) examination results between the years 2013 and 2018, compared to the neighboring Sub Counties within Homa Bay County. Average KCSE mean scores was 4.7 when compared to other Sub-counties, which are higher; Homa-Bay: 6.0; Suba 5.0; Rachuonyo North 5.1; Rachuonyo South 5.2; Mbita 5.3. Hitherto the challenges principals face relating to their areas of operations are unknown in Ndhiwa Sub County, the knowledge gaps this study sought to fill. The purpose of this study therefore was to determine challenges faced by principals in enhancing students‟ academic achievement in public secondary schools in Ndhiwa Sub- County, Kenya. The objectives of the study were to: determine school based challenges faced by principals in enhancing students‟ academic achievement; establish student based challenges faced by principals in enhancing students‟ academic achievement; establish government policy based challenges faced by principals in enhancing students‟ academic achievement; and determine economic based challenges faced by principals in enhancing students‟ academic achievement in Public Secondary Schools in Ndhiwa Sub County. Grounded theory was used to guide the study. A conceptual framework based on concept that challenges faced by principals (Independent Variables), must be overcome in order to enhance student academic achievement (Dependent Variables) was used. The study employed descriptive survey research design. The study population comprised 45 principals, 203 teachers, 2,469 Form three students and 1 Sub-County Quality Assurance and Standards Officer (SCQASO). Saturated sampling was used to select 26 principals, and 1 SCQASO. Simple random sampling was used to select 133 teachers and 332 students. Data was collected using questionnaire, interviews and focus group discussion. Face validity of the instruments was established by experts in educational administration. The reliability of these instruments was established through test-retest method in 3 schools. Quantitative data was analyzed using descriptive statistics such as frequency counts, means and percentages. Qualitative data was transcribed and analyzed in emergent themes and sub themes whereby a Pearson‟s r coefficient of 0.79 and 0.80 for principals and teachers respectively above at a p-value of 0.05 was considered reliable. The study established that school based and student based challenges posed bigger challenges to the principals in enhancing students‟ academic achievement as indicated by the overall mean rating of 3.64 and 3.34 respectively. Economic based challenges and Government policy based challenges posed a big challenge with overall mean rating of 3.30 and 3.21 respectively. The study recommended that: principals need to be given a lot of training on management of finances to enable them manage the little financial resource available in their schools; the stakeholders like the Boards of Management should think of other sources of funds that the schools can engage in to boost the financial resources; the principals and teachers should give priority to developing the attitude of students positively to enhance performance of students in their schools. The study may be significant in: enlightening policy makers in identifying better strategies to address challenges facing principals in enhancing student‟ academic achievement. 2021-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4111 Perceived Teacher Related Factors Influencing Academic Performance Among Public Secondary School Students in Suba Sub-County, Homa Bay County, Kenya ADIKA , B. Rose Education, all over the world, is regarded as key to overall national development as it improves the productive capacity of its citizens. Academic performance in terms of grades and mean scores may be a yardstick propelling students from secondary schools to acquire university education. Teachers play a significant role in academic achievement, and therefore factors such as workloads, absenteeism, commitment, and burnout are presumed to affect academic performance. In Suba Sub – County, in the period 2012 – 2014, percentage pass in KCSE was 38.3%, 39.2%, and 32.5% while the mean grade was 4.5, 5.2, and 5.3, respectively. Performance in the neighboring Sub-County was higher in terms of students with C+ and above and the mean grade. For example, Homa-Bay Sub-County had a mean of 6.2, 6.3 and 6.8 for the years 2012 – 2014. There was also a noted increase in the number of teachers seeking transfers deviating from the average in the region by almost 9 percent. This situation has become a concern whose contributing factors needed to be established. The purpose of this study was to examine teacher- related factors influencing students' academic performance in public secondary schools in Suba Sub-County. The objective of the study was to determine teacher perceived factors that influence performance with key focus on teacher workload; teacher absenteeism; teacher commitment and teacher burnout. The study was guided by the conceptual framework, which showed the relationship between teacher factors and academic performance. The study used descriptive and Correlation survey designs. The study population comprised of 33 principals, 164 teachers and 1,035 form four students from 33 schools within Suba Sub-County. Stratified sampling was used to determine sample size, which consisted of 310 form four students, 49 teachers and 30 principals in the four existing zones; Kigoto, Gwassi, Kiabuya and Central. Two experts in the Department of Education Management and foundation were used for the determination of both face and content validity. To ascertain the reliability of the study, test re-test method was used on two schools and data obtained correlated using Pearson r at an alpha level 0.05. The coefficients of principals’ and teachers’ questionnaire were 0.82 and 0.79 respectively while that of students was 0.76 and since they were higher than 0.70, the instruments were deemed reliable. Qualitative data from the questionnaires and interviews were collated, transcribed and analyzed using emergent themes. Quantitative data for performance was also collected from government offices of the Ministry of Education in Homa-Bay County. This study revealed that influence of teachers’ workload on academic performance was significant r =.428 and also that for every one unit increase in teacher workload, there was a decrease in students’ academic achievement as signified by the coefficient (-.763). This study established that for every one-unit increase in teacher absenteeism, there was a decline in performance by 0.440 units in performance index in KCSE. Perceived lower teacher commitment was noted to reduce performance by 1.106 units in performance index in KCSE while teacher burnout influence students’ performance by -0.760 in KCSE index. Interpreting significance at 5% significance level, all factors’ influence was found to be significant as indicated by ANOVA analysis. The P-values were 0.00, 0.043, 0.00 and 0.002 for perceived teacher workload, absenteeism, commitment and burnout respectively. From the results of the study, it has been concluded that it is important to reduce workload by hiring more teachers, reduce absenteeism with tighter control in monitoring attendance of teachers in the classroom and reduce commitment and burnout through welfare considerations by the school boards. All education stakeholders should be involved in enhancing students’ academic performance, and the teachers should observe best practices in the performance of their duties. 2020-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4098 Educational Assessment Service For Learners With Special Needs in Regular Primary Schools; Opportunities and Challenges for Teachers and Parents in Ugunja Sub- County, Siaya County, Kenya OSUR, Bernard Ochieng Assessment in special education is an important ingredient in the entire process of education. Unfortunately, records in Ugunja Sub County education office indicated that from the year 2012-2014 there were 227 learners with special needs admitted in regular primary schools without receiving assessment. Records from Educational Assessment and Resource Centre (EARC) showed that only 39 learners with special needs out of 227 had been assessed. While in the five neighbouring sub counties there were 719 out of 932 learners with special needs assessed before being admitted in schools. The purpose of the study was to establish opportunities and challenges of educational assessment service for learners with special needs in regular primary schools; opportunities and challenges in regular primary schools in Ugunja Sub-county. Objectives of the study were to: ascertain availability of educational assessment for learners with special needs, determine challenges teachers face when teaching learners with special needs admitted in regular schools, determine parents‟ awareness about assessment services and determine teachers‟ awareness of policy guidelines on assessment. A conceptual framework showing availability of educational assessment as independent variable and opportunities and challenges as dependent variable guided the study. The research adopted descriptive survey design. The study population was 275 comprising 120 teachers, 1 Educational Assessment and Resource services officer and 154 parents. Purposive sampling technique was used to select 60 teachers and 46 parents, and saturated sampling technique was used to select 1 EARC officer. Data was collected using questionnaires and interview schedules. Face validity of the instruments was ascertained by experts. A pilot study using test re-test method was carried out in four schools which were not part of the sampled schools to establish the reliability of the research instruments. Reliability coefficient for teacher questionnaire was 0.86.This was above the accepted value of 0.7. Quantitative data was analyzed by use of frequency counts, percentages and means. Qualitative data was organized and analyzed by transcribing the interviews into themes and sub themes in line with the objectives. Findings of the study indicated that educational assessment service is rarely available as the overall mean was 2.18. This implied that learners with special needs in regular primary schools are rarely assessed before admission in school. The findings of the study revealed that teachers encounter challenges in teaching learners with special needs as the mean rating was 4.35. The interview schedule held with the parents revealed that parents were unaware of the educational assessment of learners with special as reported by 42 (91.30%) out of the 46 parents. The findings of the study revealed that teachers‟ awareness on policy guidelines was below average as the mean rating was 1.65. The study results may benefit: policy makers in improvement of educational assessment for learners with special needs; Board of Management for planning and decision making on admission of learners with special needs; Parents for identification, early intervention and importance of assessment before placement The study recommendations: the government through the ministry of education should ensure availability of qualified personnel for each disability; creating awareness on Inclusive Education. Strengthen policies on inclusive education. 2020-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4093 Gender differences in the relationship between selected Psychological factors and students’ performance in form four Cluster examinations in secondary schools in Nyakach sub-county, Kenya ODONGO, Nelly Akinyi Countries world over have endeavoured to achieve gender equality in education given that it is central in propelling national growth and development. Psychology provides a basis for understanding the teaching and learning process in education. Good academic performance opens up opportunities for career development. In the Kenyan system of education, Form Four examination predetermines the professional or academic path the students follow thereafter. The students’ mean performance in Form Four examination for Nyakach Sub-County in 2015 was 4.8828, much lower than those of neighbouring Sub-Counties of Muhoroni and Nyando whose mean scores in the same year were 5.5773 and 6.4275, respectively. The purpose of this study was to establish gender differences in the relationship between selected psychological factors and students’ academic performance in Nyakach Sub-County. The study sought to: establish gender differences in students’ attitude towards learning, test anxiety, self-concept, locus of control and academic performance; establish the relationship between students’ attitude towards learning and academic performance and establish gender differences in the relationship between students’ attitude towards learning and academic performance. The conceptual framework captured the two main variables in the study namely psychological factors and academic performance with gender as the intervening variable. Correlational survey design was used in the study. The study population consisted of 3400 Form four students, 53 Principals and one Sub-County Director. The sample consisted of 352 (227 male and 125 female) students selected by using Yamane formula (1967), six Principals and one Sub-County Director of Education selected by purposive sampling. Questionnaires and interview schedules were used to collect data. Quantitative data from closed ended items in the Questionnaires were analysed using both descriptive and inferential statistics. The validity and reliability of the instruments were considered through involvement of university appointed supervisor using Cronbach’s alpha coefficient method. In particular, frequencies, graphs and percentages were used as descriptive statistics. SPSS Version 16.0 was used to aid in statistical data analysis. Chi-square and correlation were used as inferential statistics. Qualitative data were organized into themes and sub-themes before interpretation. Findings indicated that as much as the relationship between the selected psychological variables and academic performance were not statistically significant (p>.05), the nature of relationships differed across gender. More specifically, gender differences in performance were most pronounced when attitude towards learning was negative, at high levels of test-anxiety, at low levels of locus of control and at high levels of self-concept. It became clear from the findings that attitude may just be a cover up to reasons for poor academic performance in examinations whereas peer pressure was identified as a major challenge as it leads to absenteeism and early pregnancies among girls. It is recommended that in order to bridge the gender gap in academic performance, students’ attitude towards learning should be positive, their levels of test-anxiety should be low, levels of self-concept and their levels of locus of control should be high. The findings have implications for classroom teaching Masters Thesis 2021-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4087 Perceptions of principals on the influence of drug abuse on student discipline and academic performance in public secondary schools in Vihiga and Sabatia sub-counties, Kenya MURIGI, Jane Mmbone Drug abuse is becoming increasingly problematic in Kenya. Studies done outside Vihiga and Sabatia Sub-counties have shown that students abuse drugs. The foremost concern was the number of these students that would form an addiction to serious substances, jeopardizing their own health and safety and creating difficulties for their families and the public at large. Preliminary survey in five schools revealed that students in Vihiga and Sabatia sub-counties were abusing drugs. In Vihiga and Sabatia sub-counties, cases of indiscipline had been experienced. For instance, 4(80%) were found doing examination under the influence of alcohol, 4(80%) stealing and 5(100%) students fighting. It was alleged that most of these incidences involved students who abused drugs. What was not known was the influence of drug abuse on student discipline and academic performance in secondary schools in Vihiga and Sabatia sub-counties. The purpose of this study was to establish the perceptions of principals on the influence of drug abuse on student discipline and academic performance in public secondary schools in Vihiga and Sabatia sub-counties, Kenya. The objectives of the study were to: Establish influence of drug abuse on student violence, establish the influence of drug abuse on student sexual harassment, establish the influence of drug abuse on student academic performance and establish principals’ perceptions on management of antisocial behaviour arising from drug abuse in secondary schools in Vihiga and Sabatia sub-counties. A conceptual framework showing influence of drug abuse on student discipline in secondary schools was used to guide the study. The study used descriptive survey and correlational research designs. The study population consisted of 54 Principals, 54 Guidance and Counseling teachers (G&C), 10,000 students and 1 County Quality Assurance and Standards Officer (CQASO). Saturated sampling technique was used to select 39 principals, 39 Guidance and Counseling (G&C) teachers, and 1 CQASO. Simple random sampling was used to select 385 students. Data was collected by use of questionnaires, interview schedule and document analysis guide. Face and content validity of the instruments were determined by experts in the area of Educational Administration whose input was incorporated in the final draft before going to the field. Cronbach’s alpha was used to determine reliability of the instruments using 5(9.26%) of the schools that were not involved in the main study whereby a coefficient of 0.7 and above at a p-value of 0.05 was considered reliable. The instruments were reliable as their coefficients exceeded 0.7 at p-value of 0.05. Quantitative data from closed ended items of the questionnaire was analyzed using frequency counts, percentages, means and T-test. Qualitative data was transcribed and analyzed in emergent themes and sub- themes. The study established that principals perceived drug abuse to be having high influence on violence in schools (M = 4.03) though G & C teachers rated its influence as moderate (M=3.20). With regard to influence on drug abuse on sexual harassment principal ratings was moderate (M =3.04) while G & C teacher was high (M = 3.61). With regard to drug abuse’s influence on students’ academic performance both principals and G & C teachers agreed that it had high negative influence. Guidance and Counseling, and physical interventions were rated as highly effective in managing antisocial behaviour that arose from drug abuse. The findings of this study are useful to the managers of schools in Kenya in understanding the issues related to substance abuse among students in their schools and to come up with strategies to be used in addressing substance abuse related issues. Masters Thesis 2020-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4080 Influence of Mild Developmental Disabilities On Learners On Classroom Participation in Regular Primary Schools in Rarieda Sub-County OKAYO, Eucabeth Adhiambo Learners with Mild Developmental Disabilities (MDD) have personal characteristics which are observable specifically in inattention, memory disorders, hyperactivity and emotional imbalance that affect their learning. They take longer to learn, difficulty understanding new concept, social and communication skills and slow cognitive processing compared to their peers. In Kenya there are 321,000 persons with developmental disabilities where 112,000 (34%) are school going age children between 4 and 13 years. Despite the government efforts to enhance Free Primary Education (FPE) programs in Kenya so as to meet the international commitments such as Education For All, there are learners with MDD in Rarieda SubCounty who are facing educational challenges in schools. Statistics from Maranda EARC indicates that between the years 2014-2017, 96 learners with MDD were assessed and placed in regular schools in Rarieda sub-county. This is high compared to learners in Bondo Subcounty which is 82 (29.28%) and Gem sub-county which is 66 (22.25%).However, their classroom participation is not known since these schools are meant for regular learners. The purpose of this study was to find out the influence of MDD on classroom participation in regular primary schools in Rarieda sub-county. The objectives of the study were to find out the influence of MDD in asking and answering questions among learners, establish the influence of MDD on class discussions among learners and establish the influence of MDD on class work completion among learners in regular primary classrooms. The study was guided by a conceptual framework showing influence of MDD as independent variable and classroom participation dependent variable. Descriptive survey and correlational research designs were used in the study. The target population was 420 teachers, 96 learners. Purposive sampling technique was used to select 60 schools and simple random sampling was used to select 140 teachers and 32 learners. Data was collected using questionnaires, observation and interview schedules. The research instrument was presented to experts who judged their face and content validity. Reliability of the instruments was established through test-retest method using pearsons coefficient that gave a Reliability coefficient for teacher questionnaires of 0.75 and 0.77. Quantitative data was analyzed using descriptive statistics such as means, percentages, tables and frequency counts while qualitative data was described in themes and sub-themes. Correlation coefficient was used to determine the influence of MDD in classroom participation. The study revealed that learners with MDD do not participate in asking or answering questions in regular classroom. This was indicated by an overall (Mean = 2.46) and a negative correlation of(r=796, R2=0.632, 63.2%) p=.000. The results also indicated that MDD learners do not participate in class discussions and do not complete their work in time. However, a few who managed to complete had a lot of inaccuracies. This was shown by an overall mean rating of (M = 2.4) and a negative correlation of (r=.868; R2=0.754, 75.34%) p=000.In conclusion, MDD negatively influence classroom participation in regular primary schools. The study recommends that regular school teachers to encourage MDD learners through IEP remedial so that they participate in classrooms. Refresher courses, workshops and seminars should be organized for regular primary teachers within the Sub-County to equip them with knowledge on Special Needs Education. The Ministry Of Education Science and Technology needs to create awareness of Inclusive Education and its effectiveness to teachers regarding MDD in regular schools. The findings of the study may be useful to teachers handling learners with MDD in regular classrooms 2018-01-01T00:00:00Z