Effects Of Computer Based Instruction On The Learning Effectiveness Of Hearing Impaired Pupils

Special Education Project and Seminar Material

Effects Of Computer Based Instruction On The Learning Effectiveness Of Hearing Impaired Pupils

Abstract

This research study was aimed at identifying the impact of Computer Based Instruction on the Learning effectiveness of the Hearing impaired Pupils. A descriptive survey design was adopted while questionnaire demanding specific information were posed for the hearing impaired teachers. Data collected from respondents were used for the study. A total number of twenty-five respondents comprising male and female students were selected for the study.

They were included through the stratified sampling techniques. Data collected were analyzed using frequency and mean while hypotheses was tested using the independent t-test statistical tool at 0.05 level of significance. The result of the findings revealed that most teachers of the hearing impaired pupils have not fully equipped or engaged themselves with new technology because they were not exposed to training that incorporate CBI into the teaching of the hearing impaired. It was indicated that CBI is relevant and effective to bring about high academic standard of the hearing impaired in Basis Science.

The researcher therefore recommended that government should provide adequate CBI equipment for our hearing impaired schools, and train the teachers regularly on the use of CBI. Provide adequate supply of power because it was agreed that insufficient power supply have caused hindrance in the effectiveness of the hearing impaired, employ skilled technology teachers that can handle CBI effectively for better academic performance of the hearing impaired pupils in our special schools in Anambra State.

Chapter One

Introduction

1.1 Background to the study

The indispensable nature of education in the 21st century demands that every human being in the world irrespective of gender, race, ability or disability ought to be educated. Every country of the world develops instructional curriculum and programme in an effort to make education systematic, organized and effective in meeting the goals of education. However, the instructional curriculum developed in some country especially Nigeria do not have special focus for students with disabilities. The disabilities could be physical, psychological, emotional, spiritual, or medical. The commonest cases that constitute a major challenge in teaching students with disabilities are those of the blind and dumb and those with hearing impairment (Spencer &Marschark, 2010).

Hearing impairment is a global term which includes both deaf and hard of hearing individuals and refers to any type or degree of hearing loss ranging from slight to profound (Schafer & Bryant, 2013). This term has been used by the medical community to describe a deviation in either auditory structure or auditory function, usually outside the range of normal hearing. Many different assistive technologies are available to those who are hearing impaired. People with cochlear implants and hearing aids or neither of these can also use additional communication devices to reduce the interference of background sounds, or to mediate the problems of distance from sound and poor sound quality caused by reverberation and poor acoustic materials of walls, floor and hard furniture (Lewis, Manninen, Valente, & Smith, 2014). Hearing aids are used by students who have some residual hearing. The hearing aid amplifies all sounds and does not distinguish between wanted and unwanted sounds (Spencer &Marschar, 2010). Background noise is equally amplified and therefore, hearing aid may be of little or no use in noisy situations. Radio microphone is another instructional medium for the hearing- impaired (Jing-Ming, 2009).

Students with hearing impairment just like other students with disabilities have hearing challenges peculiar to them. The researcher observed that although, students with hearing impairment may perform well in a quiet setting using hearing devices, a classroom setting is typically noisy, with fast-paced peer-to-peer conversations and teachers that move about the classroom, causing significant listening challenges. It has been reported also that students with typical hearing impairment problems require considerable listening effort when listening at noise level typical of the school classroom (Fraser, Gagne, Alepins, Dubois, 2010; Howards, Munro, &Plack, 2010; Picou, Rickettes, & Hornby, 2011). In such cases, the students concentrate more on watching and processing visual cues required for speech recognition or sign communication. Visual processing of information however requires cognitive faculties and resources from the students, and when the information is overloaded or at a pace greater than that of the cognitive capacity (working memory of the learner), speech recognition becomes slow for hearing impaired student listening and watching at the same time (Schafer & Bryant, 2013).

Thus, students with learning impairment who expend more effort learning may decrease their potential to satisfy learning demands and thereby feel frustrated when the expected rewards for learning as expected are not received (Spencer &Marschark, 2010). In Anambra state, there are four school where students with disabilities are taught. In these schools, the researcher observed the teacher still stick to the traditional sign language. The problems therefore become how can the students learn and improve their achievement by mere observation.

Academic achievement is the outcome of learning. It is often an expression of what the students have gained from an educational programme or lesson. The achievement of students have been shown to be affected by innumerable factors amongst which the instructional approach, availability of laboratory materials, and teacher’s mastery of subject area and instructional techniques hold prominent place (Adegoke, 2011). For students with hearing impairment, many factors both teacher and student related have been implicated as affecting their achievement (Omoniyi & Oluniyi, 2012) in various subject areas including Basis Science.

Basis Science deals with computer devices, their operation and application in solving different problems to the benefit of the user and others. The importance of Basis Science cannot be over-emphasized in the contemporary world of technological advancement. Students despite the importance of Basis Science lack computer literacy, and interest in Basis Science and have low achievement. It is thought that the major problem is that of lack in adequate computer laboratory for practising the Basis Science concepts taught. This is so because Basis Science learning demands doing and frequent practical exercises. One can therefore imagine how much challenge students with hearing impairment face in the learning of Basis Science given that they cannot function effectively in one sense. Worse still is the absence of specially designed programme for teaching such concepts to students with hearing impairment, absence of power to practice where the instrument is available and teachers’ lack of skill in managing such special students. These challenges have not only resulted in the under-achievements of students with hearing impairment (Lewis, Manninen, Valente, & Smith, 2014) but may also affect their retention of learning.

Retention is simply the ability of students to recall what has been learnt over a period of time. Research findings indicate that the strongest factors that correlate retention are academic-related skills, academic self- confidence, and academic goals (Omoniyi & Oluniyi, 2012). Academic related skills include study skills, time management skills, and study habits. Self-confidence is defined as the belief in one’s ability to perform well in school. Study skills are defined as the extent to which you believe you know how to assess an academic problem, organize a solution, and successfully complete academic assignments (Lotkowski, Robbins, &Noeth, 2004). However, students with hearing impairment where they are isolated bear low self-concept and study skill as they cannot prove so competitive to students who have no disabilities (Bettinger& Long, 2009). Also, using one sense (eye) in learning limits the level of content to be learnt and this thought dwindles the perceptions of self, thus, low self-efficacy.

Another important factor affecting retention is the quality of interaction a student has with a concerned person and with others (Bettinger & Long, 2009). Such activities that can bring students together make it possible to create a social learning environment and a community where institutional goals are met and achievement improved. Students with hearing impairment cannot fit in with students without any impairment as their pace of communication often limits their ability to contribute meaningfully to such social gathering. Even when isolated and in special schools for such disabilities, students do spend less of their time communicating in the bid to meet the days’ learning and exercises accompanying such learning. Therefore, in the light of the on- going discourse on the challenges of the students with hearing impairment, the connections that the technology provides for teachers and students are important.

Technological adjustments in education are quite innovative. Concepts like online-distance learning, virtual classrooms, use of simulations and interactive white boards are becoming well known. These applications of the technological advancements in teaching and learning provides a rich learning experience for the learner even those with impediments. One of such technologies that is becoming common is the use of computer assisted instruction. Computer assisted instruction is one of the technological advancement in recent time that could be beneficial and could attend to students with hearing impairment.

Computer assisted instruction (CAI) can be defined as an automated or manual instructional strategy whereby an electronic machine (computer) is used to aid instructional process. According to Ahiatrogh, Madjoub and Bervell (2013) CAI is one way computer may be used in teaching and learning. In this kind of instructional approach, the lesson is student-centred but teacher-directed. A number of approaches are common with CAI, such as: the use of information packed CD ROM, simulations, animations, graphics, test, sounds and video instruction. It may also involve the projection of lesson contents to be viewed by the students.

In this study, the concept of CAI involved the teacher’s projection of the lesson contents while using animated texts, graphics and video and simulation tutorials. The teacher while projecting these contents simultaneously explained to the students the concept being taught. The teacher repeated some of the animated text and graphics as need be to emphasize on the content being taught and to ensure students’ mastery. Students with hearing impairment were allowed to view the contents projected and sometimes are engaged on a discussion about what they have observed unlike what was obtainable with the sign language which was their traditional mode of learning.

Sign languages (also known as signed languages) are languages that use manual communication to convey meaning. This can include simultaneously employing hand gestures, movement, orientation of the fingers, arms or body, and facial expressions to convey a speaker’s ideas (Aronoff, Meir & Sandler, 2005). Sign languages often share significant similarities with their respective spoken language, such as American Sign Language (ASL) with American English. Grammar and sentence structure, however, they may vary to encourage efficiency and fluidity in speaking. Sign language is often used for hearing impaired students.

The students with hearing impairment in Anambra state are few. More so, there is no department under the Post Primary School Service Commission (PPSSC) Anambra state nor Post Primary Education Board in the Education Zones that are devoted to students with disabilities. Thus, there is the likelihood that government projects and funding of education barely get to these schools. Research focus directed at innovating teaching methods to improve achievement and interest for students with hearing impairment are lacking in Awka Education Zone and Onitsha Education Zone delimited for this studies. On visit to the schools in both Education Zones (Awka and Onitsha), the researcher observed that the number of students in the school and the rate of enrollment have dwindled.

1.2 statement of the Problem

The teachers in the schools complained that they lack the necessary facilities to teach students with disabilities including those with hearing impairment. The hearing impaired students therefore manifest many learning needs which are often not met in the classroom. When learning demands are not met over time with a feeling of frustration and anxiety, academic achievement dwindles. It is hoped that, by effectively integrating CAI into teaching and learning, students’ achievement, interest and retention for male and female students alike may improve. Gender predictions of achievement have remained inconclusive (Maduabum, 2006). Studies focusing on gender differences for students’ with hearing impairment are rare especially when CAI is used. This study therefore, examined further, the gender differences in achievement and learning retention among hearing impaired students.

1.3 Purpose of the Study

The purpose of this study was to investigate the effect of Computer Assisted Instruction (CAI) on the achievement and retention of students with hearing impairment.

Specifically, the study sought to find out the:

  1. Difference in the mean achievement scores of hearing impaired students taught Basis Science using computer-assisted instructional strategy and those taught using sign language.
  2. Influence of gender on mean achievement scores of hearing impaired students in Basis Science.
  3. Interaction effect of teaching methods and gender on the achievement of hearing impaired students in Basis Science.
  4. Difference in the mean retention scores of hearing impaired students taught Basis Science using computer-assisted instructional strategy and those taught using sign language.
  5. Influence of gender on the mean retention scores of hearing impaired students in Basis Science.
  6. Interaction effect of teaching methods and gender on the retention of hearing impaired students in Basis Science.

1.4 Research Questions

The following research questions guided the study.

  1. What are the mean achievement scores of hearing impaired students taught Basis Science using computer-assisted instructional strategy and those taught using sign language?
  2. What are the mean achievement scores of male and female hearing impaired students in Basis Science?
  3. What are the mean retention scores of hearing impaired students taught Basis Science using computer- assisted instructional strategy and those taught using sign language?
  4. What are the mean retention scores of male and female hearing impaired students in Basis Science?

1.5 Hypotheses

The following null hypotheses were tested at 0.05 level of significance:

  1. There is no significant difference in the mean achievement scores of hearing impaired students taught Basis Science using computer-assisted instructional strategy and those taught using sign language.
  2. There is no significant difference between the mean achievement scores of male and female hearing impaired students in Basis Science.
  3. There is no significant interaction effect of teaching methods and gender on the achievement of hearing impaired students in Basis Science.
  4. There is no significant difference in the mean retention scores of hearing impaired students taught Basis Science using computer-assisted instructional strategy and those taught using sign language.
  5. There is no significant difference between the mean retention scores of male and female hearing impaired students in Basis Science.
  6. There is no significant interaction effect of teaching methods and gender on the retention of hearing impaired students in Basis Science.

1.6 Significance of the Study

It is hoped that the findings and recommendations of this study would contribute significantly to learners, parents, teachers, government, and policymakers for hearing impairment. For the Government of Kenya, it was hoped that through the findings of this study, policymakers would avail information to inform solid policies for better learning among learners with hearing impairment. For learners with hearing impairment, the findings of this study would help outline the various challenges they go through in their quest to learn thus develop strategies on how their learning can be improved. For the teachers of learners with HI, the findings of this study would be significant in informing them of the various ways they can improve their interactions with learners with special needs for optimal outcomes. Parents of learners with hearing impairment may also benefit from this study in that the study will provide some important insights on the reason why their learners have been performing poorly.

1.7 Scope of the Study

This study was aimed at identifying the impact of Computer Based Instruction on the Learning effectiveness of the Hearing impaired Pupils. This will be study of secondary school students with Hearing impairment and how Computer Based Instruction contribute to their learning effectiveness and retention. This study will be carried out among secondary school students in Anambra state.

Chapter Five

Discussion, Conclusions and Recommendation

Discussion

The findings of the study indicated that there is significant difference between the mean achievement scores of students with hearing impairment taught Basis Science using computer-assisted instructional strategy and those taught using lecture method (sign language). The positive effect of computer-assisted instructional strategy on the achievement of students with hearing impairment is observed because of the aid which computer-assisted instructional strategy avails the students with hearing impairment in the learning process. Students with hearing impairment concentrate more on watching and processing visual cues required for speech recognition or sign communication. Schafer and Bryant (2013) noted that such visual processing of information however requires cognitive faculties and resources from the students, and when the information is overloaded or at a pace greater than that of the cognitive capacity (working memory of the learner), speech recognition becomes slow for hearing impaired student listening and watching at the same time. The use of computer-assisted instructional strategy brings the learning to the pace of the learners. The students interact with the learning materials at a pace due to them individually. The simulation of the learning materials also reduced cognitive load as the use of simulations and multimedia remove the abstraction associated with understanding some of the Basis Science concepts taught.

Conclusions

The use of computer-assisted instructional strategy makes lessons more elaborate through the use of multiple media and which is more appropriate for students with hearing impairment who can only benefit from the visual aspect of the instructional approach (Gokhan, 2012). Also, the drill and practice common in the use of computer-assisted instructional strategy enabled the students with hearing impairment to evaluate their own learning and know their weaknesses and strength. Also, the combinations of videos, texts, and graphics in the learning process provided the students with rich learning experiences that facilitated proper understanding of the lesson contents. According to Philip, Jackson & Dave (2011) computer-assisted instructional strategy enhances learning through the overall positive motivational factors associated with technology integration into the curriculum. They claim that CAI improves achievement through increased motivation. computer-assisted instructional strategy improves motivation through is rich context of instruction, challenging and stimulating curiosity.

The findings of this study support the finding of Alongkorn, Wiphasith, Nipon and Tonguing (2014) who revealed that CAI improved the achievement of the students with hearing impairment significantly. The findings of this study also supports that of Jing-Ming (2009) whose results revealed that the post-test was significantly higher than the pre-test of students with hearing impairment when taught using computer-assisted instructional strategy. The findings of this study lend credence to those of Gentry, Chinn, and Moulton (2005) whose report revealed significant difference when students with hearing impairment are taught using computer- assisted instructional strategy. The findings of the study however contradicted that of Omoniyi and Oluniyi (2014) who reported no significant difference in the mean achievement of students with hearing impairment taught using computer-assisted instructional strategy.

The findings of this study revealed thatthere is significant difference between the delayed posstest mean scores of students with hearing impairment taught Basis Science using computer-assisted instructional strategy and those taught using sign language. The use of computer-assisted instructional strategy as observed by the researcher enabled the students to get detailed information into the learning contents that facilitate proper conceptualization and retention of the material learnt. Omoniyi and Oluniyi (2012) indicated that the strongest factors that correlate retention are academic-related skills, academic self-confidence, and academic goals. Using the computer-assisted instructional strategy aroused interest and which led the students to set goals that could satisfy their interest. The continual interaction with learning materials made the information to be processed in an organized order and finally reach the long-term memory. Students who understood the learning materials this way were able to reproduce the material after the interval for which the retention test was administered.

The quality of interaction either with learning materials or among students or with their teacher is one of the major factors affecting retention (Bettinger& Long, 2009). Students with hearing impairment cannot fit in with students without any impairment as their pace of communication often limits their ability to contribute meaningfully to such social gathering. Even when isolated and in special schools for such disabilities, students do spend less of their time communicating in the bid to meet the days’ learning and exercises accompanying such learning. computer-assisted instructional strategy however, availed the students the opportunity not only to interact with learning materials but also with their teacher and among each other over confusing issues. Students with hearing impairment sought clarification often with content areas they could not understand. This continuous interaction enabled them to record the information properly for easy recall.

The findings of this study support the findings of Gambari, Falode, and Adegbenro (2014) who reported that when computer-assisted instructional strategy is used, there was significant difference in the mean retention scores of junior secondary students taught geometry when compared with traditional method of teaching. The findings of this study also supported that Staniger (2014) who reported that that of the 100% of the Beginning Algebra students who successfully completed Beginning Algebra, 93% successfully completed College Algebra with high rate of retention. The success of retention was reiterated when 100% of the students who responded in the College Algebra exit interview said that they felt the technologically mediated tools in beginning algebra contributed to their success in college algebra.

The use of computer-assisted instructional strategy significantly improved the achievement, interest and retention of students with hearing impairment.

Recommendations

It is therefore, necessary that in teaching students with hearing impairment, computer-assisted instructional strategy need to be adopted. The following recommendations are therefore made in the light of the findings of the study:

  1. Students with hearing impairment should be taught Basis Science using computer-assisted instructional strategy. Basis Science teachers in schools for students with hearing impairment should adopt the use of computer-assisted instructional strategy to aid students with hearing impairment in their learning process.
  2. Seminars and workshop should be organized by the ministry of education for Basis Science teachers in order to help them become acquainted with the use of computer-assisted instructional strategy and effectively adopt them in the teaching and learning process of students with hearing impairment.
  3. Special attention should be given to the classroom environment where students with hearing impairment learn. Their classrooms should be duly equipped with computer facilities such as computer systems, uninterruptible power supply (UPS), projection screen, and interactive white-boards to help them in their learning process.

How To Get The Complete Material For “Effects Of Computer Based Instruction On The Learning Effectiveness Of Hearing Impaired Pupils“

Project Material Download

3,000 Naira

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…

Step One Purchase

Make Payment (Through Transfer) of ₦3,000 to Any of the Account Below

Access Bank Plc Acc No: 0811003731
Samphina Academy
Current Account
Zenith Bank Acc No: 1225513212
Samphina Academy
Current Account
PalmPay Main Logo Acc No: 8143831497
Samphina Academy
Digital Account

Or CLICK HERE To Pay With Debit Card

FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($15)
FOR GHANIAN STUDENTS
Make Payment of 80 GHS to 0553978005 | Douglas Osabutey | MTN MoMo

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details
  2. TOPIC: Effects Of Computer Based Instruction On The Learning Effectiveness Of Hearing Impaired Pupils

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply

  Contact Our Help Desk

Need a Different Topic? Perform a Quick Search

List of Related Works

samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.