Effect of Adopting Discrete Learning Method on Achievement in Adaptive Skills Among Learners Living With Autism in Public Primary Schools in Tharaka-nithi County - Kenya

Abstract

Discrete learning method demystify learning and acquirement of adaptive skills among learners living with autism for adaptability. Acquirement of adaptive skills improve functionality of learners living with autism across contexts permeating academic and social achievements for self-fulfillment. However, non-acquirement of adaptive skills diminishes interactive and self-management skills of the learner in social context which may impact integration in society. The study examined effect of discrete learning method on achievement in adaptive skills among learners living with autism in public primary schools. The guiding objectives were to assess effect of skill identification, planning for acquirement, implementation of attainment, monitoring of support structures and generalization of acquired skills. The study was grounded in the Weak central of coherence and constructivism theories which argued that even though learners with autism have difficulties to comprehend concepts; active engagement in learning activities may stimulate experiences that lead to acquisition of adaptive skills. Mixed-research method adopting quasi experimental nonequivalent control group nutshell the study. The research design incorporated both qualitative and quantitative methods of data analysis to aid in drawing compelling inferences regarding impact of discrete learning method on adaptive skills acquirement among learners living with autism. The sample size of the study was 151 learners living with autism and 73 teachers that were purposively sampled as well as 30 parents conveniently sampled. Data was obtained within three months using Achievement tests, questionnaire for teachers, observation guide during implementation of discrete learning method and Focus Group Discussion for parents. For data analysis, both inferential and descriptive statistics were utilized employing SPSS version 22.0. Particularly, t-test established variance in mean between the two tests achievement while linear regression established the relationship between discrete learning and achievement in adaptive skills and to which extent. Similarly, the study hypothesis was tested at 0.05% significance level. Analytical juxtaposition between pre-test and post-test scores portrayed that the treatment increased the performance which implied that discrete learning method was effective on obtainment of adaptive skills for integration. The study revealed a positive and statistical correlation between discrete learning method and achievement in adaptive skills. For instance, teacher’s perceptions and learners scores denoted that skill identification (Beta=0.236, p value= 0.047), planning for skill (Beta=0.672, p value= 0.000) had a positive relationship and statistically significant in abilities attainment. Monitoring school support structures (Beta=-0.784, p value= 0.000) had a negative relationship but statistically significant. Nevertheless, implementation of skill acquisition (Beta=0.198, p value= 0.136) and generalization of adaptive skills (Beta=0.231 p value= 0.179) were statistically insignificant however, positive coefficients of 0.085 and 0.172 respectively revealed a positive relationship with adaptive skill acquirement. Therefore, the study concluded that discrete learning method was effective to support acquirement of adaptive skills for functionality. The study recommends establishment of a system for regular communication and collaboration among teachers, support staff, and parents to monitor and adjust support structures effectively. Government through ministry of education to allocate resources for ongoing training initiatives which would improve knowledge on identification procedures for reliable diagnosis of autism across levels of autism. The study recommend a comparative analyses across diverse cultural and socio-economic settings to understand the nuanced impact of discrete learning methods