Effect of captioned television on instruction of learners with hearing impairement in Karen Institute for the deaf in Nairobi, Kenya
Nyarangi, Onchari Isanda
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The purpose of this study was to find out the effects of caption d TV programmes in teaching learners with HI at Karen Technical Training Institute for the Deaf (KTTID). The study investigated the effect of captioned TV programme that would improve the instruction of learners with HI to enable more of them enter higher levels of education. The objectives of the study were: i) finding out the, opinions of learners towards captioning as an instructional tool. ii) Investigating the effects of captioned technology in the education of learners with HI, at KTTID. iii) Establishing whether learners at the KTTID could adapt to captioned TV programmes in their learning environment. iv) Identifying challenges that are likely to be filed by teachers when instructing learners with HI using captioned TV programme and v) Establishing whether KIE embraces the concept of captioned TV programme as a mode of instruction for learners with HI. The study adopted a descriptive survey research design. Population under study consisted of 204 persons. Sample size was a total of 78 respondents obtained using purposive sampling. Data was collected using 3 sets of questionnaires, observation checklists and key informant interview. Most data was analysed descriptively. The results indicated that up to 35% of the respondents were of the opinion that it was very good as an instructional tool, while 41% thought it was good. These results indicated a motivating influence of captioned TV characterized by increased rate of understanding of the programmes, improved Iearning behaviour and ability to remember. Up to 99% of the respondents indicate that captioning had improved their attentiveness. Behaviour of learners such as self-regulation and association with characters on the screen improved to the third, ten minute interval after introduction of captioning and then declined after the leaners became used to the programme. Comprehension of the plot or theme of captioned material was more or less constant. In general, the use of captioned TV programmes on learners with HI increased the students' motivation, and improved their learning. In reference to the various uses of captioning, classroom instruction was ranked highest by the teachers with a mean rank of 1.6. In addition, development of effective communication skills was ranked second at a mean rank of 2.1. Use of captioning for language development by the respondent teachers was ranked third with a mean rank 4.l. With regards to the strengths and weaknesses of captioned TV programme, up to 25% of the respondents were of the opinion that students enjoyed the lessons as they were able to combine what they read on the screen with what was being projected in the pictures as opposed to when one approach was used. Up to 19% of the respondents indicated that students could remember more in captioning than in other learn i ng methodologies. In addition up to 33% of the respondents reported that through captioned TV programmes, students could learn alot. Various challenge that hindered the development of captioning for learners with special needs included, inadequacy of captioning equipment and the teaching staff that was unfamiliar with what captioning entailed. In addition there were low levels of awarenes, among the school administrators on the concept of captioning and its use in education of learners with HI.