Self-Identity and Academic Performance of Pupils with Hearing Impairment in Special Primary Schools in Kenya

Abstract

This study investigates the influence of self-identity on the academic performance of pupils with hearing impairment (HI) in Special Primary Schools in Kisii County, Kenya. Self-identity is considered a key factor in emotional development and motivation and is significant in academic success. Self-identity refers to an individual's ability to define his/her identity and connect himself/herself to society. Studies indicate that learners with HI academically perform poorly in schools as compared to regular learners. Despite the findings, few studies have focused on the influence of self-identity on academic performance among pupils with HI in special primary schools. This study examined the influence of self-identity on the academic performance of learners with hearing impairment in special primary schools in Kisii, Kenya. The objective of the study was to determine the influence of self-identity on the academic performance of learners with hearing impairment in special primary schools in Kenya. The study also sought to establish the role of teacher on the influence of self-identity on the academic performance of pupils with HI. The study used a quantitative correlational research design. The target population for this study comprised of 81 class seven pupils with HI, 20 Parents, 26 class seven teachers, 4 head teachers, 4 Curriculum Support Officers. The study was guided by Bandura’s self-efficacy theory (1977). The coefficient for self-identity was 0.288, with a t-value of 2.796 (p = 0.007). This suggests that learners with a stronger sense of self-identity performed better academically. The study recommends that parents and teachers should be optimistic and develop an attitude that fosters self-confidence among students for enhanced academic performance.