Browsing by Author "Wangui, Veronicah Wambui"

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    Computer Assisted Learning on Language Writing Skills among Learners with Hearing Impairments in Kiambu County, Kenya
    (EJSE, 2023) Wangui, Veronicah Wambui; Muriithi, Francis; Karia, Mathew
    The paper presents some of the key findings of a study that explored computer assisted learning on language writing skills among learners with hearing impairments in Kiambu County, Kenya. The study adopted a quasi-experimental research design consisting of 19 respondents who were learners with hearing impairments. These were from two learners were purposively sampled. The study adopted the cognitive theory of multimedia learning by Mayer. Data was collected using pre-test and post-test and a computer application ‘English Grammar Test’. The research data was analyzed using SPSS version 22 and primary data analyzed per objective. The findings on computer assisted learning on language writing skills among learners with hearing impairments were reported. The study findings showed that the learners’ language writing skills improved greatly at the posttest affirming the effectiveness of computer assisted learning.
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    Computer-assisted learning on English language writing skills among learners with hearing impairments in Kiambu County, Kenya
    (Kenyatta University, 2024-11) Wangui, Veronicah Wambui
    Despite research showing that integration of CAL in the teaching and learning process has helped to improve performance in different learning areas, data has continued reveals that learners with hearing impairments perform dismally in English writing skills. The purpose of this study was therefore to ascertain the effectiveness of CAL in improving writing skills of secondary school learners with HI in Kiambu county Kenya. The following four objectives guided the study; determine the level of English writing skills of learners prior to the implementation of CAL at Kambui School for HI, establish the effect of CAL on learners’ English writing skills, investigate how learners' degree of hearing loss affects English writing skills when using CAL and when using CAL, determine the effect of gender and age on English writing skills. The study was guided by the Cognitive Theory of Multimedia Learning. The study adopted single subject Quasi-Experimental research design. The study was conducted at Kambui Secondary School for the hearing impaired. The study consisted of 19 participants who were learners with hearing impairments: 8 female and 11 were male. The Written Test of Language Development was administered before and after the treatment. Treatment using CAL was provided using the English Grammar Test application. Quantitative data was collected and analyzed using both inferential and descriptive statistics and results were displayed in frequency distribution tables. Results showed that learners with HI improved their English writing skills after utilizing CAL. In addition, hard of hearing learners performed better than their deaf counterparts in English writing skills when using CAL. As a result, the study concluded that CAL positively influences English writing skills of learners with HI. Consequently, the researcher recommends that KICD should consider digitizing content and resources on writing skills for learners with hearing impairments. Currently, learners with hearing impairments struggle to access the curriculum using different pedagogical methods than their hearing peers, which leads to an overreliance on sign language and traditional pedagogies.