Effects of Psychosocial Intervention on Academic Performance of Learners with Specific Learning Disorders in Karachuonyo North Sub-County, Homa Bay County, Kenya

Abstract

Quality education remains unattainable for a significant proportion of learners with Specific Learning Disorders (SLDs) in Homa Bay County, Kenya, due to inadequate resources, insufficient support, and limited teacher awareness. This study examined the role of psychosocial interventions in enhancing academic performance among learners with dyslexia (28%, 55 learners), dyscalculia (22%, 43 learners), and dysgraphia (15%, 29 learners) in Karachuonyo North Sub-County. Grounded in Bronfenbrenner’s Ecological Systems Theory and Montessori’s learner-centered approach, the research employed a descriptive survey design integrating quantitative and qualitative methods. The target population comprised 386 learners and 24 education stakeholders, with a sample size of 219 respondents derived using Yamane’s formula. This included 196 Grade 3 learners (89.5%) and 23 stakeholders (10.5%) drawn from teachers, school counselors, and the county education officer. Data were collected through structured questionnaires and interviews, with validity and reliability ensured via a pilot study and expert review. Findings revealed a high prevalence of SLDs (65%, 127 learners), with dysgraphia recording the lowest mean scores (42%) and the highest variation (±18%), suggesting under-recognition by teachers. Inferential analysis using Pearson correlation, simple linear regression, and significance testing (p < 0.05) confirmed that dyslexia, dyscalculia, and dysgraphia significantly predicted poor academic performance. Psychosocial interventions demonstrated measurable improvements: teacher reassurance (21%, ≈41 learners), behaviour training (18%, ≈35 learners), and follow-up support (24%, ≈47 learners). The study underscores the urgent need for 30% more screening coverage, a 40% improvement in teacher training, and adequate resources. Integrating ecological perspectives with Montessori’s individualized learning principles offers a practical pathway to inclusive education and improved academic outcomes for learners with SLDs.