Exploration of academic performance of learners with hearing impairment at Munali secondary school, Zambia.

Abstract

This study explored the academic performance of learners with hearing impairment at Munali Secondary School, Zambia. The following specific objectives guided the study: (i) describe academic performance of learners with hearing impairment at Munali secondary school, (ii) explore challenges affecting academic performance of learners with hearing impairment at Munali Secondary School, and (iii) suggest strategies for improving academic performance of learners with hearing impairment at Munali Secondary School. A qualitative case study was applied. The instruments in data generation were structured interview guide and observation check list. Data was generated from 14 participants; 1 head of department – special education, 7 teachers for learners with hearing impairment, and 6 learners with hearing impairment. All the participants were sampled using the purposive sampling procedure. The study found that learners with hearing impairment at Munali under-performed academically. The challenges that affected the academic performance were: Language deficit and language delay; unfriendly curriculum; teachers’ incompetence in the language of instruction (Sign Language); and lack of teaching and learning materials in Sign Language. It also explored strategies that would improve the academic performance of learners with hearing impairment at Munali Secondary School. The strategies included: early identification and assessment; conducting Continuous Professional Development meetings to improve sign language; improved training of teachers for learners with hearing impairment in colleges and universities in sign language; and preparing learning and teaching materials in sign language. The findings offer insight into the academic performance of learners with hearing impairment at Munali Secondary School, the challenges affecting academic performance and the strategies that would improve the academic performance.