Effects of Computer Based Learning Use on Academic Performance in Mathematics Among Learners with Physical Disabilities in Secondary Schools in Kenya

Abstract

Learners with special needs in education are of diverse categories and include those wttiT physical disabilities (PD). Among the PD are those with postures that make them strain when they stay in a given position for long. This affects their learning ability by reducing their ease in the manipulation of math concepts as a result of poor fine motor coordination. This study focused on learners with poor fine motor coordination. Mathematics has been the worst performed subject among learners with PD in the Kenya Certificate of Secondary Education (KCSE) as indicated in the results from the year 2008 to 2013. The mean scores were 1.102; 1.004; 1.502; 1.342; 1.209 and 1.303 respectively. This was below the national average of 3.155 over the same period of time. Traditional mode of instruction (TI) had been the only method of teaching the learners. There was therefore need to device ways that would enable the learners to participate in learning with ease. Computer based learning (CBL) had been reported to enhance the teaching and learning of complex concepts in accounting and physics and could as well provide solution in the teaching of mathematics among the learners with PD. The purpose of this study was therefore to establish the Effects of CBL use on Mathematics Performance among learners with PD in Secondary schools in Kenya. Objectives of the study were to; Asses the instructional strategies used in teaching mathematics to learners with PD in secondary schools in Kenya, Determine the effects of CBL use on mathematics pe~formance among learners with PD in secondary schools in Kenya and establish the challenges faced by the learners with PD in learning mathematics using CBL methods in Kenya. A pre-test quasi experimental and correlation research designs were employed. Winnie and Butter, (1994) model was adapted and conceptualized for. this study. Population of the study was 156 form three students and 7 mathematics teachers. Saturated sampling technique was used to select 128 form three students and the 5 mathematics teachers- from three secondary schools for learners with PD-:-in Kenya. The instruments used were Computer Assisted Statistics Text (CAST), Student Interview Guide (SIG) and Focus Group discussion for Teachers (FGDT). Validity of research instruments was established by experts in the department of special needs education. Reliability of student questionnaire was established using Cronbach's Coefficient Alpha and accepted a 0.70 or above at p value of 0.05. Quantitative data was analyzed using Analysis of variance and Pearson's product moment correlation. Qualitative data was analyzed for content in emerging themes and sub-themes and reported verbatim. Findings of the study revealed that the teaching strategies adopted by the teachers were mainly: chalk and talk, with much emphasis on Individualized Educational Instruction and collaborative teaching. There was statistically significant difference in the use of CBL method {F (2,125) =33.14, p=.OOO} compared to the traditional method. The study also revealed that students experienced challenges such as unmodified input systems of the computers that suited learners with PD, inadequate computer software and teachers competence in the use of CBL. The study recommended provision of diversity of mathematics software tailored towards the needs of learners with PD and modifying the input systems in computers to suit learners with PD. The findings will help the ministry of education and other relevant stakeholders in developing a method that could improve the performance in mathematics among the learners with PD.