Browsing by Author "Kalist, Fikra Mtagwaba"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Instructional Strategies and Academic Performance for Students with Hearing Impairment in Selected Inclusive Secondary Schools in Kagera Region, Tanzania
    (Kenyatta University, 2025-05) Kalist, Fikra Mtagwaba
    This inquiry aimed to probe pedagogical methods influencing scholastic achievement for pupils with Auditory Impairment (AI) within specific integrated secondary academies in Tanzania's Kagera region. The investigation's goals were: to ascertain communicative modalities employed by educators and AI students affecting classroom learning outcomes; to identify instructional techniques utilized by teachers impacting AI students' academic progress; to gauge the accessibility of educational materials supporting AI students' learning; and to explore challenges hindering academic success encountered by AI students and their instructors in inclusive secondary settings. Hornby’s 2015 Inclusive Special Education framework informed this study. A descriptive survey design guided this research, incorporating both numerical and qualitative data collection. The total group comprised one principal (male), one principal (female), 58 teachers, and 56 AI students. The study sample involved 31 participants: one principal (male), one principal (female), 13 teachers, and 16 AI students. Surveys, interview protocols, and observation forms facilitated data gathering. A preliminary study at Ruhinda secondary academy in Karagwe district employed the test-retest method to confirm survey reliability, yielding a correlation coefficient (r) of 0.81. Interview protocol validity was ensured via member feedback and triangulation. Numerical data were analyzed using SPSS version 25 with descriptive statistics (percentages, frequencies) presented in tables and figures. Qualitative data underwent thematic analysis and narrative presentation. Findings revealed most teachers in integrated secondary schools primarily used spoken language during instruction, while AI students favored sign language for learning. Common teaching methods included providing notes, allowing AI student participation, writing instructions, and pairing AI with hearing students. Educational resources for AI students were lacking. The study concluded that employed instructional strategies inadequately addressed AI students' educational needs due to teacher communication modes, teaching approaches in crowded classrooms, and insufficient resources. The recommendations emphasized enhancing visual aids, broadening vocabulary instruction, and conducting regular AI training for teachers to improve communication and teaching effectiveness. Further research on language transition effects (Kiswahili to English) on AI students' learning was also suggested.