Perceptions of teachers and pupils on factors affecting academic performance of pupils with hearing impairement in selected special schools in Muchinga and Northern provinces, Zambia.
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Date
2022
Authors
Mumba, Dennis
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Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Academic performance of learners with hearing impairment has continued to decline far below their hearing counterparts. Further comparison tests on performance in various subjects among different SEN learners indicate that those with Hearing Impairments (HI) were lagging behind. Therefore, this study explored perceptions of teachers and pupils on factors affecting academic performance of pupils with hearing impairment in selected special schools in Muchinga and Northern Provinces of Zambia. The study was guided by the following objectives; 1) To identify the perceptions of teachers and pupils on factors affecting academic performance of pupils with hearing impairment in the study sites. 2) To explore perceptions held by teachers and pupils over factors affecting academic performance of pupils with hearing impairment in study site. 3) To explore challenges teachers and pupils encounter in the teaching and learning of pupils with hearing impairment in study site. 4) To ascertain measures that might be taken to address perceptions held on factors affecting academic performance among pupils with hearing impairment. This study adopted a case study design supported by qualitative approach for data collection. The target population was Hearing Impaired pupils, Special Education teachers, and the head teachers of special Schools/Units in two study sites. The total sample was 22 which consisted of 10 teachers of HI pupils, 2 head teachers of special schools or Units and 10 pupils with hearing impairment from the two study sites. An interview guide was used to collect data from teachers and head teachers while focused group discussions and classroom observation checklist were used to collect data from pupils. Expert sampling technique was used to select teachers and head teachers, while purposive sampling was used to select pupils. Data was analysed thematically. The findings revealed that hearing impairment significantly affected the academic performance of pupils. It was also found that teachers and pupils believe that the following factors affect HI pupils in academic performance; teachers perceive HI pupils to have poor academic background, perceive schools to have insufficient resources, clouded school curriculum, pupils perceive ill-preparation of teachers (inadequate sign language skills), believe that schools have poor learning infrastructure. The study further revealed there were few sign language teachers, and those few were not adequately trained to teach using sign language, as such, they were not very supportive and had negative attitudes towards these pupils. The study has revealed so many perceptions on factors affecting the academic performance of HI pupils held by teacher and pupils and these range from shortage of teaching and learning materials, inability to effectively use sign language by teachers to effectively teach, limited learning resources, clouded school curriculum, lack of hearing devices, shortage of special education teachers, and lack of infrastructure both classrooms and desks. The study made the following recommendations; (i) School administration should improve the learning environment for pupils with hearing impairment by securing appropriate teaching/learning materials, (ii) The government, through the MOE should train more teachers in sign language and that only specialized teachers in sign language should be deployed in classrooms for the HI pupils, (iii) Teachers to avoid having a preconceived negative attitude towards pupils with hearing impairment.
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Keywords
Hearing impaired--Education. , Deaf--Education. , People with disabilities--Education.