Abstract:
The failure to archive education and essential skills for life is a big problem to children with intellectual challenge. The purpose of this study was to establish the relationship between teaching methodology and retention rates of learners with intellectual challenges in public primary schools in kikuyu sub-county, Kiambu County in Kenya. The researcher included 8 schools in Kikuyu Sub-county, Kiambu County in this study and interview all the teachers and the head teachers. The collected data was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. The study revealed that there was a strong positive correlation between (r=0.802, p<0.05) between teaching method and the retention rates of learners with intellectual challenges in the special units in public primary schools.
Keywords- Teaching methodology, retention rates, intellectual challenge special units.
