Influence of communication methods on the academic performance of learners with hearing impairement in inclusive setting in Migori county, kenya

Abstract

This study sought to establish the influence of communication in teaching children with hearing impairment in Migori County. The objectives of the study were: to examine the influence of verbal communication on academic performance of learners with hearing impairment (HI) in inclusive settings in Migori County, to establish the influence of manual communication on academic performance of learners with HI in inclusive settings in Migori County, to determine the influence of total communication (TC) on academic performance of learners with HI in inclusive settings in Migori County, and to determine the challenges faced by learners with HI on academic performance in inclusive classroom settings in Migori County. The study was anchored on the Total Communication Theory by Holcomb of (1967). Descriptive survey design was employed in this study. The targeted population consisted of 10 head-teachers, 80 teachers and 90 learners in primary schools in inclusive settings in Migori County. The study sampled 10 head-teachers, 66 teachers and 73 learners who were selected using proportionate simple random sampling procedure. The data was collected using semi structured teachers and learners questionnaires head teachers interview guide and learners observation checklist. A reliability coefficient of 0.8 was ascertained using the split half method indicating that learners’ and teachers’ questionnaires were reliable. Content validity of the three data collection instruments were ascertained by presenting them to various research experts in the content area whose advice was in-cooperated. Both descriptive and inferential statistics were used to analyze the data. Qualitative data was arranged thematically in line with research objectives. The study found that all the sampled schools were in dire need of various communication modes. Most teachers were found to be poor in sign language which was leading to poor academic performance. Majority of hearing impaired learners in class five scored lower marks than their class mean score. The study’s three formulated hypotheses were tested at 95% confident level using multi regression analysis. The result showed that 73.3% of the variations in academic performance of hearing impaired learners was attributed to independent variables.The study also revealed that TC was mostly used as the instructional mode. Regression and corelation analysis indicated a strong positive correlation (coefficient of correlation = .856, significant = .000) between the use of TC and academic performance of learners with HI. Further results showed that the availability of Kenyan Sign Language made the most significant contribution in the performance of learners with HI. The study recommended a joint effort between the government, educational stakeholders and agencies working with persons with disabilities to support inclusive schools with the necessary facilities.