Exploring Alternative Strategies for Teaching Music Theory and Aurals to the Hearing Impaired Learners in Kakamega County, Kenya
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Date
2020
Authors
Omari, Lycmas
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Education for all (EFA) is a global commitment established in the year
2000.Vision 2030 also advocates for Education as an important pillar in
development. The Government of Kenya has introduced free and compulsory
Education. Learners with hearing impairment (HI) however do not learn music as
a subject. This study aimed at filling this gap by exploring strategies to be used to
teach music to learners with HI. The objectives of the study were to: establish the
challenges likely to be experienced by learners with HI while learning Music
theory and aurals; analyze pedagogical challenges likely to be faced by music
teachers of learners with HI in teaching music theory and aurals; and to explore
strategies to be used in teaching music theory and aurals. Purposive, stratified and
random sampling methods were used to select target respondents. 2 primary
schools and 2 secondary schools all from Kakamega County were sampled for the
study. In addition, Mumias Education Assessment Resource Centre (MEARC)
was used to provide information on the selection and placement procedure of
learners with HI. 80 students from each targeted institution were sampled for the
study. In addition, 5 administrators from institutions of learners with HI were
interviewed. The study employed descriptive and experimental research designs.
Data was collected using questionnaires, observation schedules, and interview
schedules and then presented using charts and tables. The questionnaires,
observation and, interview schedules were administered to learners with HI, their
teachers, and MEARC officers. Some learners were subjected to selected teaching
strategies (experimental group) and other learners not subjected to those teaching
strategies (control group). Validity was ensured by using respondents versed with
special needs education. Instruments for study were tested through piloting with
few respondents. The experimental design targeted relevant respondents
(HI).Music equipment used was tuned well to give correct pitch. Data was coded
and presented using tables, figures and graphs. Collected data was subjected to
content analysis in which triangulation was employed to get views from different
sources. The major findings of the study are: learners with HI have a lot of
potential in music and therefore can do music as a subject; assessment of learners
with HI plays a big role in their learning ability; the learners with HI can
substitute their sense of hearing with their sense of sight, feel and touch to learn
music theory and aurals; and, teachers of learners with HI are not trained in the
subject of music. The study recommends that: The learners with HI should be
provided with adequate teaching and learning materials in Music; they should be
given an opportunity to study music as a subject; KISE should introduce Music as
a subject; and, KICD and KNEC should incorporate concerns of the HI in their
syllabi. It is hoped that findings of this study will be beneficial to Curriculum
developers (KICD), teachers, EARC officers, and learners with HI in regard to
teaching Strategies for learners with HI. The study concluded that the hard of
hearing (HOH) and the partial hearing impaired (PHI) learners are capable of
studying music as a subject.
Description
A Thesis Submitted to the School of Creative and
Performing Arts, Film and Media Studies In Fulfillment of
The Requirements for the Award of the Degree of Master of
Music Education of Kenyatta University
Keywords
Teaching Music, Music Theory, Hearing Impaired Learners, Kakamega, Kenya