Perceptions Of Learners On Teaching-Learning Processes And Their Academic Performance In Selected Primary Schools For The Hearing Impaired In Uasin Gishu County, Kenya

ABSTRACT

The purpose of the study was to examine perceptions of learners with hearing impairment (HI) on their teaching-learning process and how their perceptions influence their academic performance in primary schools for the HI in Uasin Gishu County. The target population comprised of 153 learners in the one primary school and units for HI in the county. The only one fully fledged primary school for learners with HI was purposively selected while the units were selected basing on the 30% formula of sampling provided by Mugenda and Mugenda, (2003). Therefore, two units were randomly selected (Kandie and Kamagut). The respondents were selected from the upper classes (Class Six, Seven and Eight). Pupils in these classes were considered knowledgeable enough to comprehend the requirements of the research tool. There were 68 pupils in Classes Six, Seven and Eight in Eldoret School for the Deaf and 14 pupils in the same classes in Kandie and Kamagut units. Therefore, a total of 82 pupils constituted the sample of learners. Questionnaire was the main data collection tool. Data collected were coded and entered into Statistic Packages for Social Sciences (SPSS). Frequency distribution tables were generated to show the frequencies of participants on each variable. The relation between the students’ perception of the teaching-learning process and the subsequent influence on academic performance was computed to give the inferential statistic index using Chi-square correlation coefficient. One way ANOVA was also computed to test if the use of instructional materials influence on academic performance of learners with HI differed in the selected primary schools. Findings were presented in pie charts, bar graphs and cross- tabulations. The results of the study revealed that academic performance of learners with HI in the sampled schools was generally below average with an overall mean score of 34.18% for the five examinable subjects. When Chi square correlation coefficient was computed to determine the measure of association between learners’ perception of teacher-pupil interaction and academic performance, a significant relationship was found (χ2 (3, N= 70) =.789, p= 0.003. Besides, a Chi square Correlation coefficient computed to determine the measure of association between learners’ perception of teachers’ use of instructional time and academic performance yielded a significant relationship (χ2 (3, N= 70) =0.815, p= 0.001). Further, a Chi square Correlation coefficient computed to determine the measure of association between learners’ perception of teachers’ use of instructional materials and academic performance yielded a significant relationship (χ2 (3, N= 70) =0.721, p= 0.005). Besides, a One way ANOVA which was computed to test if the use of instructional materials influence on academic performance of learners with HI differed in the selected primary schools found no significant difference in the use of instructional materials and academic performance in the selected schools (f-value was found to be significant at > = 0.05, F=1.157, = .317 > 0.05). It is recommended that: efforts should be made by the quality assurance and standard division in the Ministry of Education in organizing for relevant in-service programmes for all teachers and headteachers in the special schools where they can be enlightened and sensitized on communication approaches, sign language and even instructional materials; teachers should provide opportunities for learners in class and support to pupils with hearing impairments to enable them participate in the teaching and learning process in a bid to create healthier teacher-pupil interactions and enhance learners’ academic performance; headteachers should organize sign language workshops and lesson presentations at school level to assist the teachers in the teaching and hearing process as well