Influence of Level of Satisfaction on Academic Performance of learners’ in Inclusive Primary School Settings in Western Kenya.

Abstract

The government of Kenya has been committed to provision of relevant and quality education for all its citizenry including children with disabilities. Despite this relentless efforts, poor academic performance has consistently been registered in inclusive schools with higher population of those with physical disabilities, thus necessitating the need to explore if pupil’s satisfaction with inclusive primary school settings determines their academic performance. To achieve this objective, the study employed a convergent parallel mixed method design in five inclusive schools for pupils with physical disability. Data was generated from among 52 pupils with physical disability and 73 regular pupils who were purposively selected in inclusive schools for the pupils with physical disability. Data was collected through questionnaires which were analysed using percentages, means and chi square. The findings of the study among others revealed low academic performance in inclusive schools and ambivalence in terms of the level of satisfaction of the pupils with physical disability.