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EMERGING FACTORS AFFECTING ACADEMIC PERFORMANCE OF LEARNERS WITH HEARING IMPAIRMENTS AT GRADE TWELVE EXAMINATION LEVEL ( Conference ID : CFP / 310 / 2017 ) 1
| Content Provider | Semantic Scholar |
|---|---|
| Author | Musonda, Moses Ng’andwe |
| Copyright Year | 2017 |
| Abstract | The study sought to examine emerging factors affecting the academic performance of deaf and hard of hearing learners at Chileshe Chepela Wansongo Special Secondary School, Kasama, Zambia. A case study research design was employed in order to have an in-depth understanding of the problem under investigation. Qualitative and quantitative research methods were utilised in the collection and analysis of data. The sample was 30 distributed as follows: 12 teachers, 2 school managers, 15 HI learners from the special secondary school and 1 Education Standards Officer in charge of Special Education in Kasama district, Northern Province of Zambia. The instruments used to collect data from teachers were semistructured interview schedule, questionnaires and observation checklist. Data from administrators and HI learners was collected through questionnaires and focus group discussions respectively. The research investigated how the mode of classroom communication, curriculum content coverage and level of literacy affect the academic performance of learners with hearing impairments. The results of the study revealed that teachers of learners with HI had limited skills in the appropriate mode of communication and so the teaching and learning processes were negatively affected, thereby leading to poor performance of the learners in the final examination. Besides this, learners with HI were also reported to have faulty reading comprehension and writing skills. Teachers indicated that pupils with HI tend to have challenges in understanding examination questions and this contributes to their underperformance. The study also found that the curriculum currently being offered to learners with HI in most special schools was unsuitable for them in the sense that it was too bulky. Based on the findings of the study, the following recommendations emerged: teachers handling learners with HI should use variety modes of communication both in teaching and assessing the learners order to meet their diverse needs; teachers should ensure that the content in syllabus is covered extensively through the use of extra lessons, giving of homework regularly and individualized education; colleges of education should ensure that trainee teachers are well trained in various classroom communication modes for the deaf pupils; government should revise the school curriculum in order to make appropriate for HI learners; and Examination Council of Zambia should use other formats of assessing HI learners. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.multiresearch.net/cms/publications/CFP3102017.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
