Instructional Strategies and Academic Performance of Learners with Hearing Impairment in Primary Schools, Nyaravur Sub County- Nebbi District, Uganda
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Date
2025
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Gulu University
Abstract
The major purpose of the study was to examine the influence of instructional strategies on academic performance of learners with hearing impairment in Nyaravur Sub County, Nebbi District. The following specific objectives guided the study; to examine the instructional strategies used in teaching learners with hearing impairment, to examine the academic performance of learners with hearing impairment, and to establish the relationship between instructional strategies and academic performance of learners with hearing impairment. A mixed method was used alongside cross-sectional survey and correlational designs. A sample size of 45 participants and 09 respondents were used which included head teachers, teachers and pupils with hearing impairments. Questionnaire, interview guide and documentary analysis were used as main data collection tools. The key findings were that the mostly used instructional strategies were gestures, sign language, real objects like shapes and clocks among others. Academic performance of learners with hearing impairment in inclusive classes were found to be poor compared to their counter parts who are hearing. Relationship was strong between instructional strategies and academic performance of learners with hearing impairment in inclusive classes. Findings from Pearson’s correlation test showed there was a significant relationship between instructional strategies and academic performance as evidenced by understanding, good academic results, getting to learn in real life situation as p value was 0.02. The tree variables tested under this study was related to academic performance with instructional strategies had the strongest relationship since the p-value was below 0.05. The best suitable instructional strategies according to conclusion were real objects, sign language and gestures that provided visual support which improved understanding and created a more inclusive education. Hence, the study further concluded that there was very strong relationship between instructional strategies and academic performance of learners with hearing impairment in inclusive classes in Nyaravur Sub County – Nebbi District. The study finally, recommended that sign language, gestures, models and real objects be used in all-inclusive schools, Continuous Professional Development especially for teachers in Special Needs Education lastly practical policy documents should be formulated to strengthen the existing relationship.