THE INTERPLAY BETWEEN THE USE OF COMPUTER-ASSISTED INSTRUCTION AND LEARNING OF NUMERACY SKILLS AMONG LEARNERS WITH HI IN SELECTED PRIMARY SCHOOLS IN KENYA

Nekoye Evelyne Pwokah, Beatrice Bunyasi Awori, Jessina Muthee

Abstract


The purpose of this study was to establish the interplay between the use of computer-assisted instruction and the learning of numeracy skills among learners with HI in selected primary schools in the four selected counties: Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia. The study was based on B.F. Skinner’s ‘black box’ theory. The study used a correlational research design. The study was carried out in Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia Counties. In each county, one primary school with learners with HI was selected, making a total of 4 selected primary schools. The target population comprised teachers and head teachers in selected primary schools. The study selected 4 primary schools with learners with Hearing Impairment (HI). The total population of the study was 65 respondents. The institutions were sampled through stratified sampling. The study used both quantitative and qualitative research instruments (questionnaires and an interview guide). Statistical Package for Social Sciences (SPSS) was used to process and organize the data. To process the gathered data, both descriptive and inferential statistics were used. To determine the relationship between variables, inferential statistics, namely the Pearson correlation, were used. The relationship between variables was predicted using multiple linear regressions. Finally, the qualitative data from the open-ended questions were categorised to create recurrent themes and presented verbatim and in narrative form. The study results revealed that the majority of respondents believed that augmentative devices help hearing-impaired students understand others and communicate better themselves. Augmentative devices, such as hearing aids, cochlear implants, FM systems, and communication apps, are specifically designed to enhance auditory input and facilitate communication for individuals with hearing loss. The study concluded that there was a statistically significant positive correlation between computer-assisted instruction on academic performance among learners with HI (r=0.631, p<0.05). The study recommended that primary schools in Kenya enhance their utilization of CAI tools and resources. Schools should invest in accessible and adaptable CAI platforms that cater to the specific needs of learners with hearing impairments. Additionally, educators should receive comprehensive training in integrating CAI effectively into their teaching practices, ensuring that all students have equitable access to these instructional resources.

Keywords


learners with hearing impairment, computer-assisted instruction, mathematics, numeracy skills

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DOI: http://dx.doi.org/10.46827/ejse.v12i3.6677

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