EVALUATION OF TEACHING APPROACHES ON ACADEMIC PERFORMANCE FOR STUDENTS WITH HEARING IMPAIRMENT IN SELECTED INCLUSIVE SECONDARY SCHOOLS IN KAGERA REGION, TANZANIA

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Fikra Kalist
Beatrice Bunyasi
Francis Muriithi

Abstract

Low academic achievement among students with hearing impairment (HI) in inclusive secondary schools has raised questions on how teachers instruct students with HI. The purpose of the study was to find out teaching approaches used by teachers when teaching students with HI in inclusive secondary schools. Hornby’s theory of Inclusive Special Education of 2015 guided this study. The study employed a descriptive survey research design. It targeted 116 respondents including; 2 head teachers, 58 teachers and 56 students with HI. Both simple random and purposive sampling were used to obtain the sample size of 31 respondents who participated in the study. Data were collected using questionnaires, interviews and observations. Reliability of questionnaires was established using test-retest method whereby a correlation coefficient value of 0.81 was obtained after comparing the two tests. Qualitative data were validated using triangulation method and member check and were thematically analyzed while quantitative data were analyzed using descriptive statistics aided by Statistical Package for Social Sciences. The study established that teachers use the following teaching approaches; among others: provision of lesson notes, involvement of students with HI in classroom discussions, writing instructions on the chalkboard and pair students with HI to the hearing students when teaching. The study concluded that majority of the teachers use direct instructional approaches instead of cooperative and peer-tutoring approaches to enable students with HI benefit from hearing peers. It was recommended that teachers should use visual materials to avoid too much talking during teaching/learning process.


 

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How to Cite
Kalist, F., Bunyasi, B., & Muriithi, F. (2023). EVALUATION OF TEACHING APPROACHES ON ACADEMIC PERFORMANCE FOR STUDENTS WITH HEARING IMPAIRMENT IN SELECTED INCLUSIVE SECONDARY SCHOOLS IN KAGERA REGION, TANZANIA. Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT), 3(3), 45-59. Retrieved from https://journals.essrak.org/index.php/education/article/view/252