Assessment of Instructional Related Factors Affecting the Teaching of Physical Education to Learners With Visual Disabilities Within the Competence Based Curriculum in Kenya

Abstract

This study investigated the assessment of instructional factors affecting the teaching of physical education to learners with visual disability in Kenya. The study looked at the schools that are pursuing the competent based curriculum and are segregated for the blind spread all over the country. The dependent variable was the teaching of physical education to learners with visual disability. The independent variables included: the teacher qualification, the teaching practices, the curriculum implementation and the administrative support evident in the teaching of PE. The target population was the head teachers in schools for the blind, the teachers and the learners with visual disability. The researcher adopted descriptive research survey method and simple random sampling was used in order to sample the respondents. A total of 8 head teachers, 34 teachers and 273 learners with visual disability participated in the study. The researcher employed use of questionnaires, interview schedules, an observation protocol, an inventory protocol and a document analysis protocol in order to collect the required information for the study. To ascertain the reliability and validity of the tools, a pilot study was done in one school for learners with visual disability. The final data was collected, coded and summarized on the basis of the objectives of the study. The data analysis and results were presented in tables and pie charts. The findings of the study were: the teachers’ teaching learners with visual disability were qualified and experienced sufficiently to teach these learners with visual disability, there was a major issue with use of reference books but it was noted that all the teachers had smart phones which with a little investment they would be able to get a lot of information on the subject content. It was also found that the schools incorporated the CBC syllabus and that the teachers were interpreting and adapting the curriculum to suit the needs of the learners. It was recommended that a syllabus for learners with visual disability be created; there need for teachers to use personal initiative to seek for information about PE. It was further noted that there was need for in-service training to develop creativity to enable teachers exploit use of equipment and facilities resourcefully. It was noted that there were dissenting feeling about the allocation of time for activities, with a few teachers seeking for more time. The study recommended a need for further investigation of the amount of time allocated for the teaching of physical education. This suggested the need for double period to be allocated to physical education for learners with visual disability.