PERFORMANCE OF UPPER PRIMARY PUPILS WHO ARE DEAF IN THE BASIC MATHEMATICAL OPERATIONS AT THE UNIVERSITY PRACTICE INCLUSIVE SCHOOL, SOUTH CAMPUS, WINNEBA

ABSTRACT 

This study explored performance of upper primary pupils with deafness in basic mathematical operations at the University Practice South Inclusive School in Winneba.  Four research questions were raised to guide the study. The approach was qualitative that employed a case study research design. Purposive and stratified sampling techniques were used to sample five (5) teachers and seven (7) pupils with deafness from the upper primary. A semi- structured interview guide and work sample analysis of pupils were used to collect data for the study. The interview for the pupils was on their performance in the basic operations and was conducted using sign language whiles the teachers were done in oral language. The instruments were pretested at Cape Coast School for the Deaf to determine a baseline and establish validity. In the actual test, pupils’ class tests and end of term examinations were used to analyze their performance. Data collected were analyzed thematically according to the various themes raised in the four research questions. Findings from the study revealed that mathematics was a difficult subject by the pupils. Again, there were individual, home and school factors such as pupils’ absenteeism, pupils’ lack of intrinsic motivation due to the perception that mathematics was difficult, some teachers’ incompetence in sign language influenced pupils’ performance in the basic operations. Recommendations were that the head and teachers of the school should help eradicate the perception that mathematics is difficult. Again, teachers and pupils with deafness should improve upon their sign language skills to enable effective communication.