Impact of Kenyan sign language instructional medium on academic performance of learners with hearing impairment in special primary schools in Kenya

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dc.contributor.advisorNelly Otubeen_US
dc.contributor.advisorBeatrice Bunyasi Aworien_US
dc.contributor.authorSambu, Mary Cheptanui
dc.date.accessioned2024-05-07T07:02:57Z
dc.date.available2024-05-07T07:02:57Z
dc.date.issued2018-11
dc.descriptionA research thesis submitted in fulfilment for the award of the degree of doctor of philosophy (special needs education) in the school of education of Kenyatta University, November, 2018en_US
dc.description.abstractThe purpose of this study was to establish the impact of Kenyan Sign Language as an instructional medium on the academic performance of learners with hearing impairment since it was officially recognized in 2004 as the medium of instruction in special primary schools. This study was carried out in five selected special primary schools across five counties in Kenya. The objectives of the study included: to assess the academic performance of learners with hearing impairment, impact of the Kenyan Sign Language, teachers‟ competence in Kenyan Sign Language, teachers‟/learners‟ opinions, and teaching/ learning resources. The Universal Grammar theory by Chomsky (1965) formed the theoretical framework for this study. Various literature were reviewed, based on the objectives of the study. The research methodology included descriptive survey design, and mixed method approach (quantitative and qualitative). The study targeted a population of three hundred and sixty nine: five head teachers, one hundred and eleven teachers, and two hundred and fifty three learners. A sample size of one hundred and twelve respondents was selected: five head teachers, fifty seven teachers, and fifty learners. Purposive sampling was applied to select counties, schools, head teachers and learners, while a simple random sampling procedure was applied to select teachers in each school. The instruments used for data collection included questionnaires, interview guides, observation schedules, and document analysis guides. To ascertain the validity and reliability of the instruments, independent judges were used to review them, a test and re-test were done and a pilot study was conducted. Data obtained from questionnaires were analysed quantitatively, using descriptive statistics. Data collected using interviews and observations were coded, quantified, categorized and analysed following themes derived from the research objectives. Both data were integrated to get the findings of the study. The study found that the use of Kenyan Sign Language to instruct learners with hearing impairment had led to an improvement in their academic performance. Head teachers and teachers felt that learners‟ performance after the official introduction of KSL was better compared to performance prior to that. While KSL as a subject was found to be the best performed, the scores in certain subjects, such as Social Studies were very low and performance of learners with hearing impairment was still below average as compared to their hearing counterparts. The study found that KSL helped learners understand and comprehend concepts better. However, abstract concepts lacked appropriate signs and this made learning difficult for the learners. Findings on teachers` competence in KSL skills revealed that teachers still lack adequate skills in use of KSL. On teaching/ learning resources the findings showed that these were also inadequate. The main visual resources available were KSL text books and KSL dictionaries. KICD video tapes were the major technological resources available in schools. The study recommends that more signs be developed to keep up with the current and emerging trends in the education of learners with hearing impairment and that teachers be given specialized and comprehensive KSL training courses. This study also recommends the development of teaching/learning resources that are relevant and appropriate and can be used to meet the needs of learners with hearing impairment. The research findings therefore, may be useful to curriculum developers and policy makers, and may provide information that can be used to enhance and promote the education of learners with hearing impairment; which may lead to improved academic performance, consequently resulting in better transitionsen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27845
dc.language.isoenen_US
dc.publisherKenyatta universityen_US
dc.subjectKenyan sign languageen_US
dc.subjectinstructional mediumen_US
dc.subjectacademic performanceen_US
dc.subjectlearnersen_US
dc.subjecthearing impairmenten_US
dc.subjectspecial primary schoolsen_US
dc.subjectKenyaen_US
dc.titleImpact of Kenyan sign language instructional medium on academic performance of learners with hearing impairment in special primary schools in Kenyaen_US
dc.typeThesisen_US
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