Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya

Gatuura Festus Doris; Odundo Paul Amollo; Kazungu Theresa; Ganira Khavugwi Lilian

doi:doi:10.11648/j.ijeedu.20231201.12

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Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya

Gatuura Festus Doris, Odundo Paul Amollo, Kazungu Theresa, Ganira Khavugwi Lilian

Published in International Journal of Elementary Education (Volume 12, Issue 1)

Received: 8 January 2023 Accepted: 4 February 2023 Published: 24 February 2023

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Abstract

Effective teaching of competences among autistic learners is anchored on structured identification of abilities for positive adaptation in society. Non-identification of autistic competences weakens categorization of learners into spectrum disorder, traits establishment and barriers management for adaptive skills acquisition implementation. Appropriate demystification of aspects of skill identification that include communication competence, social integration and self-awareness, may assist overcome issues arising from adaptation for accelerated learning and positive societal involvement. This study sought to examine effect of competences identification on autistic learner’s achievement in adaptive skills for productive life. The study was anchored on Weak Central of Coherence Cognitive theory of autism which explains how structured teaching increases learning capacity. Within-subject design was adopted in the study for repeated measurements before and after treatment to the same group. Public primary schools housing autistic learners formed target population where appropriate sample was drawn using purposive sampling for teachers and autistic learner’s whilst stratified random sampling was used for stakeholders. Data was obtained from 17 respondents; 3 teachers, 10 autistic learners and 4 stakeholders. Achievement test obtained data from learners while questionnaires were used to gather data from teachers and stakeholders. Descriptive statistics analyzed questionnaires while two paired T-tests analyzed achievement tests. Findings revealed a mean of 3.33 in Communication competence, 3.58 in self-awareness and a 2.50 mean on social integration. For achievement test, P value of 0.000 (<0.05) indicate an increase in adaptive skills acquisition. Recommendations were; policy orientation on competences identification, Involvement of stakeholders in adaptive skills learning and further research on interventions for adaptive skills.

Published in	International Journal of Elementary Education (Volume 12, Issue 1)
DOI	10.11648/j.ijeedu.20231201.12
Page(s)	7-15
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Adaptive Skills, Autistic Learners, Identification of Competences, Spectrum Disorder

References

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APA Style

Gatuura Festus Doris, Odundo Paul Amollo, Kazungu Theresa, Ganira Khavugwi Lilian. (2023). Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya. International Journal of Elementary Education, 12(1), 7-15. https://doi.org/10.11648/j.ijeedu.20231201.12

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ACS Style

Gatuura Festus Doris; Odundo Paul Amollo; Kazungu Theresa; Ganira Khavugwi Lilian. Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya. Int. J. Elem. Educ. 2023, 12(1), 7-15. doi: 10.11648/j.ijeedu.20231201.12

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AMA Style

Gatuura Festus Doris, Odundo Paul Amollo, Kazungu Theresa, Ganira Khavugwi Lilian. Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya. Int J Elem Educ. 2023;12(1):7-15. doi: 10.11648/j.ijeedu.20231201.12

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@article{10.11648/j.ijeedu.20231201.12,
  author = {Gatuura Festus Doris and Odundo Paul Amollo and Kazungu Theresa and Ganira Khavugwi Lilian},
  title = {Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {1},
  pages = {7-15},
  doi = {10.11648/j.ijeedu.20231201.12},
  url = {https://doi.org/10.11648/j.ijeedu.20231201.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231201.12},
  abstract = {Effective teaching of competences among autistic learners is anchored on structured identification of abilities for positive adaptation in society. Non-identification of autistic competences weakens categorization of learners into spectrum disorder, traits establishment and barriers management for adaptive skills acquisition implementation. Appropriate demystification of aspects of skill identification that include communication competence, social integration and self-awareness, may assist overcome issues arising from adaptation for accelerated learning and positive societal involvement. This study sought to examine effect of competences identification on autistic learner’s achievement in adaptive skills for productive life. The study was anchored on Weak Central of Coherence Cognitive theory of autism which explains how structured teaching increases learning capacity. Within-subject design was adopted in the study for repeated measurements before and after treatment to the same group. Public primary schools housing autistic learners formed target population where appropriate sample was drawn using purposive sampling for teachers and autistic learner’s whilst stratified random sampling was used for stakeholders. Data was obtained from 17 respondents; 3 teachers, 10 autistic learners and 4 stakeholders. Achievement test obtained data from learners while questionnaires were used to gather data from teachers and stakeholders. Descriptive statistics analyzed questionnaires while two paired T-tests analyzed achievement tests. Findings revealed a mean of 3.33 in Communication competence, 3.58 in self-awareness and a 2.50 mean on social integration. For achievement test, P value of 0.000 (<0.05) indicate an increase in adaptive skills acquisition. Recommendations were; policy orientation on competences identification, Involvement of stakeholders in adaptive skills learning and further research on interventions for adaptive skills.},
 year = {2023}
}

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TY  - JOUR
T1  - Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya
AU  - Gatuura Festus Doris
AU  - Odundo Paul Amollo
AU  - Kazungu Theresa
AU  - Ganira Khavugwi Lilian
Y1  - 2023/02/24
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231201.12
DO  - 10.11648/j.ijeedu.20231201.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 7
EP  - 15
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231201.12
AB  - Effective teaching of competences among autistic learners is anchored on structured identification of abilities for positive adaptation in society. Non-identification of autistic competences weakens categorization of learners into spectrum disorder, traits establishment and barriers management for adaptive skills acquisition implementation. Appropriate demystification of aspects of skill identification that include communication competence, social integration and self-awareness, may assist overcome issues arising from adaptation for accelerated learning and positive societal involvement. This study sought to examine effect of competences identification on autistic learner’s achievement in adaptive skills for productive life. The study was anchored on Weak Central of Coherence Cognitive theory of autism which explains how structured teaching increases learning capacity. Within-subject design was adopted in the study for repeated measurements before and after treatment to the same group. Public primary schools housing autistic learners formed target population where appropriate sample was drawn using purposive sampling for teachers and autistic learner’s whilst stratified random sampling was used for stakeholders. Data was obtained from 17 respondents; 3 teachers, 10 autistic learners and 4 stakeholders. Achievement test obtained data from learners while questionnaires were used to gather data from teachers and stakeholders. Descriptive statistics analyzed questionnaires while two paired T-tests analyzed achievement tests. Findings revealed a mean of 3.33 in Communication competence, 3.58 in self-awareness and a 2.50 mean on social integration. For achievement test, P value of 0.000 (<0.05) indicate an increase in adaptive skills acquisition. Recommendations were; policy orientation on competences identification, Involvement of stakeholders in adaptive skills learning and further research on interventions for adaptive skills.
VL  - 12
IS  - 1
ER  -

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Author Information

Gatuura Festus Doris

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Odundo Paul Amollo

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Kazungu Theresa

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Ganira Khavugwi Lilian

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

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APA Style

Gatuura Festus Doris, Odundo Paul Amollo, Kazungu Theresa, Ganira Khavugwi Lilian. (2023). Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya. International Journal of Elementary Education, 12(1), 7-15. https://doi.org/10.11648/j.ijeedu.20231201.12

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ACS Style

Gatuura Festus Doris; Odundo Paul Amollo; Kazungu Theresa; Ganira Khavugwi Lilian. Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya. Int. J. Elem. Educ. 2023, 12(1), 7-15. doi: 10.11648/j.ijeedu.20231201.12

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AMA Style

Gatuura Festus Doris, Odundo Paul Amollo, Kazungu Theresa, Ganira Khavugwi Lilian. Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya. Int J Elem Educ. 2023;12(1):7-15. doi: 10.11648/j.ijeedu.20231201.12

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@article{10.11648/j.ijeedu.20231201.12,
  author = {Gatuura Festus Doris and Odundo Paul Amollo and Kazungu Theresa and Ganira Khavugwi Lilian},
  title = {Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {1},
  pages = {7-15},
  doi = {10.11648/j.ijeedu.20231201.12},
  url = {https://doi.org/10.11648/j.ijeedu.20231201.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231201.12},
  abstract = {Effective teaching of competences among autistic learners is anchored on structured identification of abilities for positive adaptation in society. Non-identification of autistic competences weakens categorization of learners into spectrum disorder, traits establishment and barriers management for adaptive skills acquisition implementation. Appropriate demystification of aspects of skill identification that include communication competence, social integration and self-awareness, may assist overcome issues arising from adaptation for accelerated learning and positive societal involvement. This study sought to examine effect of competences identification on autistic learner’s achievement in adaptive skills for productive life. The study was anchored on Weak Central of Coherence Cognitive theory of autism which explains how structured teaching increases learning capacity. Within-subject design was adopted in the study for repeated measurements before and after treatment to the same group. Public primary schools housing autistic learners formed target population where appropriate sample was drawn using purposive sampling for teachers and autistic learner’s whilst stratified random sampling was used for stakeholders. Data was obtained from 17 respondents; 3 teachers, 10 autistic learners and 4 stakeholders. Achievement test obtained data from learners while questionnaires were used to gather data from teachers and stakeholders. Descriptive statistics analyzed questionnaires while two paired T-tests analyzed achievement tests. Findings revealed a mean of 3.33 in Communication competence, 3.58 in self-awareness and a 2.50 mean on social integration. For achievement test, P value of 0.000 (<0.05) indicate an increase in adaptive skills acquisition. Recommendations were; policy orientation on competences identification, Involvement of stakeholders in adaptive skills learning and further research on interventions for adaptive skills.},
 year = {2023}
}

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TY  - JOUR
T1  - Effect of Identification of Competences on Autistic Learner’s Achievement in Adaptive Skills in Public Primary Schools in Tharaka Nithi County, Kenya
AU  - Gatuura Festus Doris
AU  - Odundo Paul Amollo
AU  - Kazungu Theresa
AU  - Ganira Khavugwi Lilian
Y1  - 2023/02/24
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231201.12
DO  - 10.11648/j.ijeedu.20231201.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 7
EP  - 15
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231201.12
AB  - Effective teaching of competences among autistic learners is anchored on structured identification of abilities for positive adaptation in society. Non-identification of autistic competences weakens categorization of learners into spectrum disorder, traits establishment and barriers management for adaptive skills acquisition implementation. Appropriate demystification of aspects of skill identification that include communication competence, social integration and self-awareness, may assist overcome issues arising from adaptation for accelerated learning and positive societal involvement. This study sought to examine effect of competences identification on autistic learner’s achievement in adaptive skills for productive life. The study was anchored on Weak Central of Coherence Cognitive theory of autism which explains how structured teaching increases learning capacity. Within-subject design was adopted in the study for repeated measurements before and after treatment to the same group. Public primary schools housing autistic learners formed target population where appropriate sample was drawn using purposive sampling for teachers and autistic learner’s whilst stratified random sampling was used for stakeholders. Data was obtained from 17 respondents; 3 teachers, 10 autistic learners and 4 stakeholders. Achievement test obtained data from learners while questionnaires were used to gather data from teachers and stakeholders. Descriptive statistics analyzed questionnaires while two paired T-tests analyzed achievement tests. Findings revealed a mean of 3.33 in Communication competence, 3.58 in self-awareness and a 2.50 mean on social integration. For achievement test, P value of 0.000 (<0.05) indicate an increase in adaptive skills acquisition. Recommendations were; policy orientation on competences identification, Involvement of stakeholders in adaptive skills learning and further research on interventions for adaptive skills.
VL  - 12
IS  - 1
ER  -

Copy | Download