INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Performance of Learners with Hearing Impairment in Design and  
Technology Studies: A Case of an Inclusive Secondary School in  
Mumbwa Zambia  
Siachunka Hellen., Penda Annie  
Special Education Dept. Kwame Nkrumah University, Kwame Krumah University, (KNU) Kabwe,  
Zambia  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100082  
Received: 26 January 2025; Accepted: 31 January 2025; Published: 29 November 2025  
ABSTRACT  
This study was focused on ascertaining the performance of learners with hearing impairment in design and  
technology studies. The main objectives of the study were to: ascertain the performance and challenges of  
learners with hearing impairment in design and technology studies in an inclusive school. The study was  
conducted at an inclusive secondary school in Mumbwa district in Zambia.  
This study was qualitative and used a case study design and data was collected using qualitative methods. Thus,  
the instruments for data collected included the unstructured interview guide, focus group discussions and  
document study. The sample size consisted of 20 participants who were six learners with hearing impairment,  
four Design and technology teachers, two sign language interpreters, head of department (HOD), administrators  
and six parents of learners with hearing impairment. The study discovered that most of the learners with hearing  
impairment performance were on average in design and technology studies. The average performance was  
attributed to theory component of the study which learners have performed poorly in the academic career  
pathway. The study also revealed that sign language interpreter should always be available in an inclusive class.  
The study found that resources for use during a practical lesson were not enough and hence had an impact on  
the performance of learners with hearing impairment in design and technology studies. Communication between  
teachers and learners with hearing impairment was another challenge, which was revealed in the study. Learners  
with hearing impairment were subjected sometimes to learn in class without a sign language interpreter, which  
was against the inclusive education policy of not leaving anyone behind. However, the study found that, design  
and technology studies has the capacity to prepare learners for developing skills for navigating life problems,  
future training and employment. Recommendations were that there is need to train more teachers with special  
education with a combination of design and technology studies as a teaching subject.  
Key words: Performance, Learners, Hearing Impairment, Design and Technology Studies, Inclusive Secondary  
School, Sign Language Interpreter, Communication, Inclusive education.  
INTRODUCTION  
Learners with hearing impairment have not been performing well academically such as in the area of Design and  
Technology Studies. [18] stated that children with hearing impairment in Zambia have not been performing too  
well academically. The researcher further noted that academic performance of learners with hearing impairment  
has continued to decline far below their hearing counterparts. Since the introduction of special education in  
Zambia, most learners with special education needs have been learning in special units while a few are found in  
inclusive school settings. However, most teachers in inclusive schools are not aware of how best to help learners  
with hearing impairment, mainly because they lack skills and techniques to handle these learners especially those  
not trained in the field of special education.  
Since the introduction of special education in Zambia, most learners with special education needs have been  
learning in special units while a few are found in inclusive school settings. However, most teachers in inclusive  
schools are not aware of how best to help learners with hearing impairment, mainly because they lack skills and  
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techniques to handle these learners especially those not trained in the field of special education. As reflected in  
examination reports, the academic performance of learners with hearing impairment keeps on deteriorating year  
after year as enunciated by [25].  
Similarly, the researchers [25], acknowledge that some learners with special education needs are in special  
schools. The researchers further stated that, in 2007 Chileshe Chepela Special School in Kasama Northern  
Province accommodated pupils with deafness and hard of hearing from various parts of the country and offered  
them secondary education. Then in 2010, the school presented the first cohort to senior school certificate  
examination. However, since then, the performance of candidates with hearing impairment at this school has  
largely been poor. For instance, in 2013 and 2014 Chileshe Chepela Special Secondary School was ranked at  
48.60 % and 36.36% respectively in terms of the number of candidates who obtained school certificates.  
Therefore, [25] argue that as a consequence majority of learners with hearing impairment end up in destitution  
after completing school. To abate destitution among learners with special educational needs there is need for  
practical subjects to equip them with sustainable skills through design and technology studies.  
Furthermore, the teaching of design and technology as a vocational subject is important to all learners and  
especially to learners with special educational needs such as the hearing impaired. It helps the learners with  
hearing-impairment to acquire transferable skills that would make them to engage in personal enterprises,  
continue with education in tertiary institutions, and attain skills for gainful employment [23]. A good support is  
on record towards learners with hearing impairment at international level. For example, there has been academic  
support from parents towards learners with hearing impairment, this is revealed by [30] who conducted research  
in Israel. His findings were that parents got involved in the education of their children with hearing impairment,  
besides providing a supportive home environment. However, the study remained silent on the performance of  
learners with hearing impairment in relation to design and technology studies.  
On the other hand, in Africa, there have been various supports towards learners with hearing impairment. For  
instance, [5], states that in the Western Cape of South Africa learners with hearing impairment are given support  
in form of counseling, healthcare, accommodation and career guidance. The author further revealed that learners  
with hearing impairment are often given service support even though the study did not focus on the performance  
of learners with hearing impairment in vocational career pathway such as design and technology studies.  
In Zambia, learners with hearing impairment receive a variety of support from the government. For instance,  
[31] noted that, learners with special needs include learners with hearing impairment receive support from  
government in form of policy on formal education. They further state that the performance of learners with  
hearing impairment in design and technology studies is dismal and that few documented measures, if any, have  
been put in place by the government to enhance their performance. The government Zambia through the Ministry  
of Education in 2013 introduced two tier career pathways in the secondary school curriculum namely academic  
and vocational as indicated in the Zambia Education Curriculum Framework of 2013. The introduction of the  
academic and vocational career pathways provide career choices that prepare learners to enter the labour market  
and obtain academic credentials. A vocational career pathway consists of the following subjects: design and  
technology studies, Agricultural science, Art and Design, Computer Studies, Home Economics, Physical  
Education and Musical Education. Most schools do offer one or two study areas from the vocational pathway  
(Ministry of Education Science, Vocational and Early Education [17].  
Additionally, the interest in understanding how learners with hearing impairment could perform in design and  
technology studies was prompted by noticing the documented poor performance of the learners with hearing  
impairment academically through tests and final examination results. This prompted the researchers to pick on  
design and technology studies as one of the vocational career pathways that has integrated practical subjects  
such as woodwork, metal fabrication, system technology, building crafts, technical drawing and researched on  
the performance of learners with hearing impairment in design and technology studies in an inclusive school in  
Mumbwa district.  
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Statement of the Problem  
According to [18], learners with hearing impairment in Zambia have not been performing too well academically.  
[15], observed that children with any thought of hearing loss if they don’t receive proper diagnosis and early  
treatment, they may face difficulties in adjusting into mainstream schools. A number of studies have been  
conducted on the performance of learners with hearing impairment and suggestions on ways to help them  
improve on their academic performance. However, research on the performance of learners with hearing  
impairment in vocational career pathway such as Design and Technology has received less attention, if any, from  
researchers. To fill this gap, the current study focused on design and technology Studies as one of the  
components of the vocational career pathway with a view to ascertain the performance of learners with hearing  
impairment in this particular study area.  
Objective of the study  
1. To ascertain the performance and challenges of learners with hearing impairment in design and  
technology studies in an inclusive school.  
Study Questions  
1. How do learners with hearing impairment perform in design and technology studies in an inclusive  
school.  
2. What challenges do learners with hearing impairment face in design and technology studies in an  
inclusive school.  
Significance of the Study  
The study was significant in that it ascertained the performance of learners with hearing impairment in design  
and technology studies. It promoted inclusion of learners with hearing impairment in vocational career pathways  
in inclusive school settings. This is because it would help special education teachers and regular teachers alike  
in giving guidance to learners with hearing impairment in making informed choices when choosing Design and  
Technology studies as their career pathway. Further, it is hoped that the findings of this study would help  
curriculum specialists in design and technology studies to develop a curriculum that caters for the needs of  
learners with hearing impairment. Besides, the study acts as a window to the Ministry of Education in general  
of the need to train more teachers in special education with a combination of design and technology studies as a  
teaching subject. This is because the essence of vocational career pathways, such as design and technology  
studies, provides sufficient practical skills to prepare learners with hearing impairment for subsequent training  
or early entry into a world of work. Finally, the finding of this study adds to the existing body of knowledge on  
the performance of learners with hearing impairment in design and technology studies.  
LITERATURE REVIEW  
This is a review of related literature on the performance of learners with hearing impairment in design and  
technology studies. The reviewed literature is in line with the objectives for this study, which are: to ascertain  
the performance of learners with hearing impairment in design and technology studies, to establish the challenges  
learners with hearing impairment in an inclusive face in design and technology studies, to establish how design  
and technology studies prepare learners with hearing impairment for future training and employment. The review  
takes into account the reviews from international, Africa and Zambian context.  
[1] Started by defining vocational education as that which provides knowledge, skills, and work habits in relation  
to a specific profession, and enhances various aspects of one’s ability. Vocational education and training were  
intended to equip learners with knowledge, skills and/or competences required for life and the job market. The  
researchers generally stated how the vocational career pathways prepare learners for future employment. They  
further indicated that vocational career pathways prepare learners for future employment but did not establish  
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how it prepares the learners with hearing impairment for future training in design and technology studies. This  
is what was addressed in this particular study.  
Under performance of learners with hearing impairment in design and technology studies the review showed  
that mixed results have emerged from studies around the world on the performance of learners in technology  
studies according to [15] ; [24]; [37] [11] [12]. Many face challenges in learning design and technology studies  
owing to policy inadequacies, ineffective implementation and lack of resources as alluded by [35].  
In terms of design and technology studies and learner performance, [15] stated that design and technology has  
been taught in many countries around the world such as India, United States, Australia, New Zealand, Ireland,  
Malta, China, South Africa, France, England and Finland. In England however, it has been offered as a school  
subject at all levels of primary and many secondary schools. A study conducted by [15] on debates in design and  
technology found that design and technology studies has been taught as a school subject in some countries.  
However, little was mentioned on the performance of learners with hearing impairment in design and technology.  
Moreover, the study did not bring out the performance aspect of learners with hearing impairment in design and  
technology studies.  
According to the [24] stated that South Africa has had no formal subject known as Technology Education in its  
schools until the introduction of the Curriculum in 2005. The changes in the National Education Policy Act and  
the implementation of Curriculum 2005 saw the introduction of Technology as school subject in schools.  
However, the document did not bring out the performance of learners with hearing impairment in design and  
technology studies, which this study focused on [8].  
Concerning the challenges learners with hearing impairment face in design and technology studies in an inclusive  
school setting according to [36], who carried out a study on technology education for teachers, alluded that, most  
countries neither state a single rationale for technology education nor do they have one organizational approach.  
Each country builds on its history of technical education and develops an approach to suit the perceived needs  
of society and the individual. The researcher acknowledged that countries do not have a uniform approach for  
teaching design and technology studies. The researcher did not state, the challenges faced by learners with  
hearing impairment in learning design and technology studies. This study established challenges faced by  
learners with hearing impairment in design and technology studies in an inclusive school setting.  
[21], who carried out a study on Special Education Teachers’ Involvement in the 2013 Curriculum Development  
Process in Zambia discovered that, in Zambia the old curriculum was overloaded with none practical skills and  
emphasized theory, hence the revision and subsequent roll out in 2014 of a new curriculum, which had both the  
academic and vocational career pathways. Nevertheless, the researchers did not state challenges learners with  
special educational needs in this case learners with hearing impairment might face in the subject of design and  
technology studies one of the subjects in the vocational career pathways. The current research established the  
performance, challenges and how design and technology studies prepare learners for future training and  
employment.  
According to the [16] and [20] life skills education led to development of individual’s ability (attitude, values,  
knowledge, and skills to do life functions and fully participate in daily life.  
Teaching and learning of Design and Technology studies has its own challenges. [38], observed that it has been  
a somewhat challenging journey from the outset, with calls for agreement on the purpose of teaching Design and  
Technology studies to learners. [38] further indicated that there are challenges in teaching Design and  
Technology studies to all learners in general. However, there is little or no data to show the challenges that  
learners with hearing impairment face. Similarly, there is little or no available information on the challenges that  
teachers who teach learners with hearing impairment face as pointed out in this current study.  
Design and Technology studies often heavily rely on auditory cues for explanations, discussions, and  
instructions. As a result, learners with hearing impairment may struggle to fully grasp the content and engage in  
class activities. This challenge underscores the importance of fostering an inclusive environment that addresses  
the diverse needs of learners. This is in line with the study of [19]. They found that cultural influences on the  
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educational experiences of learners with hearing impairment in design and technology studies were affecting the  
performance of learners with hearing impairment in schools. However, the study did not bring out how cultural  
influence which affect the performance and is a challenge to learners with hearing impairment in learning design  
and technology studies.  
Lack of necessary facilities and appropriate equipment has long been identified as challenges to effective  
teaching and learning of Design and Technology studies. [2] stated that, skills are not just acquired in vacuum;  
they are rather developed in a workshop or laboratory that is replete with the latest facilities and necessary  
materials. studies in mainstream classes, little is known about how design and technology studies equips learners  
with hearing impairment with skills for future training and employment.  
[4] carried out a mixed method study that aimed at analyzing language practices in inclusive education  
classrooms in the Central province of Zambia that had learners with hearing impairment in schools. The study  
used two objectives namely: analyzing language strategies teachers used when teaching English in inclusive  
classes and to assess the nature of interaction between learners with hearing impairment and those without  
hearing impairment. However, [4] did not indicate the possible challenges learners with hearing impairment  
faced in subjects such as design and technology studies.  
In the case of preparation for future training and employment, according to [6] in the Netherlands the underlying  
idea is that vocational education should enable learners acquire the competences needed in their future profession  
and in society as a whole. The researchers further pointed out that the gap between the labor market and education  
can be reduced through competence-based education. The study suggested vocational education should enable  
learners acquire competence needed for future professions. This is in accordance with Salamanca Statement by  
[34] which considers vocational preparation of learners with special needs as one of the priority areas.  
The [3] reported that hearing impaired people continue to experience barriers to full economic participation for  
four reasons: (1) gaps in access to education and training, (2) inadequate funding for sign language interpreters,  
(3) the need to improve employers ‘awareness of hearing impaired, and (4) problems with the availability of  
workplace. Therefore, a study to review the effectiveness of the implementation of career paths in technical and  
vocational programs, followed by the learners with hearing impairment is seen as a key tool in strengthening the  
application programs to produce individuals with special needs particularly learners with hearing impairment  
who are independent and competent, which also contributes to the talent to national development.  
The study conducted by [32], on assessment of academic performance of learners with hearing impairment in  
selected five primary special schools in Kenya found that, the use of Kenya sign language to instruct learners  
with hearing impairment led to an improvement in their academic performance. The study by [32] did not  
indicate the performance and challenges learners with hearing impairment experience in vocational career  
pathway like in design and technology studies.  
Research Gap  
From literature reviewed with regard to the performance of learners with special educational needs in Design  
and Technology studies, learners learn to develop creative thinking in a range of areas that are relevant to design  
and technology. This way they are able to apply problem-solving skills to practical and technological problems.  
During the course, learners develop communication skills central to design making and evaluation, applying  
knowledge and understanding to the design and making of products, taking into consideration sustainability and  
the wider impact on society. Despite increasing awareness and efforts to promote inclusive education, there  
remains a significant dearth of comprehensive research addressing the nuanced challenges and factors  
influencing the academic performance of learners with hearing impairments specifically within the domain of  
design and technology studies. While there is a growing body of research on inclusive education for learners  
with disabilities, limited attention has been devoted to examining the unique intersections of hearing impairments  
and their impact on acquiring skills, knowledge, and practical competencies in design and technology-related  
subjects. Hence, the need for carrying out this study was prompted by the various gaps that exists in the area of  
learners with hearing impairment in design and technology studies.  
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METHODOLOGY  
Research Paradigm  
This study adopted a qualitative approach using an interpretivism research paradigm. The research paradigm  
chosen helped to interpret and generate a deep understanding on how learners with hearing impairment can  
perform in design and technology studies in an inclusive school . The advantage of using Interpretivism is that  
it tends to gain a deeper understanding of the phenomena and its’ complexity in its unique context instead of  
trying to generalize the base of understanding for the whole population [10].  
Research Design  
The research design employed was a case study. Use of a case study in this particular instance was necessary  
because the study focused on a purposively selected inclusive school that offers design and technology studies  
to learners with hearing impairment. It enabled the researchers to discover in- depth understanding on the  
performance of learners with hearing impairment in design and technology studies. The essence of using case  
design can be justified because when a comprehensive, in-depth exploration of a specific phenomenon, context,  
or individual is carried out, it becomes essential and this study went through that route. Also, the use of this  
design, enabled the study to benefit from offering a contextual understanding of complex and unique cases. Thus,  
it enabled the researchers to study real-world situations in detail through meeting the participants. [29] states  
that, a major reason for the popularity and relevance of theory building from case studies is that it is one of the  
best (if not the best) of the bridges from rich qualitative evidence to mainstream deductive research.  
For instance, case studies are particularly valuable for theory development, holistic perspectives, longitudinal  
studies, and generating practical insights. As a result, by employing diverse data sources and accommodating  
multidisciplinary research, case study design provided a flexible approach that uncovered complex insights and  
contributed to both theoretical knowledge and real-world applications in this study. According to [27], a case  
can be centered on a phenomenon or a population. In the first scenario, cases are representative of a phenomenon,  
and are selected based on what can be empirically observed. The process highlights different aspects of cases  
and obscures others according to the research design, and allows for the complexity, specificity and context of  
the phenomenon to be explored. In the alternative, population-focused scenario, the selection of cases precedes  
the research.  
Study Population  
The target population for this study was for all learners with hearing impairment who were learning design and  
technology studies in inclusive school settings, Design and Technology studies teacher, HOD, sign language  
interpreters, administrators and parents to learners with hearing impairment.  
Study Sample  
The sample for this particular study comprised twenty (20) participants in total. They included six (6) learners  
with hearing impairment learning design and technology studies, four (4) design and technology studies teachers,  
two (2) sign language interpreters, one (1) HOD practical subjects, tone (1) administrator and six (6) parents of  
learners with hearing impairment at the purposively selected inclusive secondary school in Mumbwa district.  
The twenty participants purposively selected for this study were strategically identified by the researchers  
because they met the criteria of representativeness for this particular study.  
Research instruments  
Un-structured interviews, focus group discussion and document analysis were used to collect data on  
performance of learners with hearing impairment in Design and Technology Studies. These methods were  
important for they made it possible to bring out in-depth information on the performance, challenges and how  
design and technology studies prepare learners with hearing impairment for future training and employment.  
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Un-Structured Interview Guide  
Un-structured interviews were used to collect qualitative data from school administrators, design and technology  
teachers and parents regarding the performance of learners with hearing impairment in the subject. As argued  
by [36], the purpose of using this method of data collection was to reveal existing knowledge held by respondent  
in such a way that it can be expressed as answers to the interviewer’s questions and can be interpreted.  
Focus Group Discussion Guide  
Focus group discussion guide was used to collect qualitative data from learners with hearing impairment learning  
design and technology studies. It was used because it allows for richness and flexibility in the collection of data.  
It also allows for extensive exploration of the research problem, which the researchers capitalizes on while  
resolving the difficulties it presents [10]. Since focus group comprises individuals who share common  
characteristics that are relevant to the study, it was important that information came from learners with hearing  
impairment learning design and technology studies who had the first-hand information on the performance,  
challenges and how the subject prepare learners for future training and employment.  
Document Study  
The document study was employed to analyze the performance of learners with hearing impairment through  
records of monthly and end of term test results. In order to analyze the performance of these learners there was  
need to review their past performance in Design and Technology studies. This enabled the researchers to  
triangulate data collected from interviews and data from focus group discussion requiring that data be examined  
and interpreted in order to elicit meaning, gain understanding and develop empirical knowledge. In this research,  
document study was used to obtain data from an inclusive secondary school under study in Mumbwa district.  
Document study was a systematic procedure for reviewing or evaluating both printed and electronic material.  
Hence, this enabled the researcher to obtain raw data as it was presented. The rationale for using document  
analysis is advanced by [9] who pointed out that documents have advantage over other techniques because they  
are as non-reactive and as such are not subject to a possible distortion as a result of the interaction between the  
researcher and the respondent like in interviews. Therefore, document analysis added on to the accuracy of data  
collected. The document analysis of the monthly and end of term test results provided greater insight to this  
study by supplementing data obtained through interviews and focus group discussions.  
Ethical Consideration  
Permission was sought from Nkrumah University Ethics committee and from an inclusive secondary school  
where the research was carried out. Further, participants in the study were informed about the nature and purpose  
of the study, and they were subjected to signing consent forms before interview. The reading out of the consent  
form was done to them as a way of making them understand the conditions and terms under which they were to  
participate in the study. In addition, participants were assured of high levels of confidentiality. The issue of  
anonymity was observed during data collection, analysis, and discussion by replacing their real names with  
pseudo- names. Data collected in form of voice recording were put on encrypted recording devices with a  
password only known by the researchers. Ethically the researchers named participants as follows; Design and  
technology teachers (DTT), Learner (L), Parents (P), Head of department (HOD), Sign language Interpreter (SI)  
and Administrator (A) respectively.  
FINDINGS  
1.  
Design and Technology studies and Learner performance  
-Responses from the DDT, L, SI, P, HOD and A  
The collected data is presented thematically according to objectives, namely: performance, challenges and  
preparation for future training and employment respectively.  
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Performance of Learners with Hearing Impairment in Design and Technology Studies  
The findings are as presented by the pie chart Figure 1 below in accordance with objective one.  
Figure 1: Views on Performance of Learners with Hearing Impairment in Design and Technology Studies  
PERFORMANCE  
Below averag, e  
1
Above averag, e  
3
Above average  
Average  
Below average  
Averag,e16  
As shown in Figure 1, there was 16 participants out of 20 who indicated that their performance in design and  
technology studies was average, 3 said it was above average and only 1 indicated that it was below average.  
Responses of Teachers on Performance of Learners in Design and Technology Studies. When teachers were  
asked how the performance of learners with hearing impairment in design and technology studies has been basing  
on the end of term tests, monthly tests and class exercise the following where the responses from the four (4)  
teachers of design and technology studies in Table 1:  
Table 1: Responses of Teachers on Performance of Learners in Design and Technology Studies.  
Respondents Responses  
DTT1  
DTT2  
DTT3  
“The performance for the grade nine learners with hearing impairment can be rated as being on  
average. I am currently handling two learners with hearing impairment, a girl and a boy. The  
girls’ performance is below average, while the male learners’ performance is slightly above  
average”.  
“The performance is on average, the learners with hearing impairment are good on the practical  
part but the theory part they have many challenges I think this has contributed to having average  
score during continuous assessments”. This ultimately contributed to them having an average  
performance in design and technology studies.  
“The performance of the grade twelve 12 learners with hearing impairment average. What has  
made them attain an average score is the practical part of the subject. Generally, results of the  
theory part are not good. However, when practical and theory results are merged they attain an  
average score.”  
Further said that, “For me I can say that when design and technology studies was first introduced  
to learners with hearing impairment in grade ten (10) in 2021 the performance was below  
average, but with consistence and few strategies the school has put in place, have helped the  
learners with hearing impairment as they progress in grades; their performance has slightly  
improved to average performance.”  
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DTT4  
“The school has never recorded a learner with hearing impairment write the final examination  
council of Zambia (ECZ) assessment because the school introduced the subject to learners with  
hearing impairment in 2021 with the first cohort writing the final examinations in  
November/December of 2023. Hence the performance of the learners with hearing impairment in  
design and technology studies is based on the monthly and end of term tests the school has been  
administering to the learners.” However, the participant,  
Further said that, “The commitment and efforts we teachers have exhibited in a quest to help our  
learners has managed to help the learners with hearing impairment to have an average  
performance.”  
Participant father said the effort and support the teachers put in to help the learners with special  
education needs learning design and technology studies has enabled them attain an average  
performance.  
The recorded verbatim transcript of data collected from the four teachers teaching design and technology studies  
revealed that out of the six (6) learners with hearing impairment learning design and technology studies  
performance of five (5) of the learners was average while the performance of one (1) of the learners was below  
average.  
Responses of Learners on their performance in design and technology studies. When asked about their  
performance in design and technology studies during a focus group discussion, learners with hearing impairment  
responded through a sign language interpreter as follows in Table 2:  
Table 2: Responses of Learners on their performance in design and technology studies  
Respondents Responses  
L1  
L2  
“My performance in design and technology has been poor. There are few times I remember getting  
better marks. Generally, I am not doing fine. Though my desire is to perform even better if my  
challenges are addressed in our school.”  
“For me my performance is very good. I remember the first score when I just started learning  
design and technology studies in grade 8 term two, my performance was not good but, with the  
help we are receiving from the school I have improved in my grades. For example, now we have  
sign language interpreter and having extra lessons in the resources has helped me to improve in  
my grades.”, “My performance is fairly good; it’s only that I enjoy the practical part of the  
subject.”  
L3  
L4  
from a grade eleven class, said that, “My performance is fairly good despite the challenges am  
facing of being in an inclusive class. Maybe my performance could have been better if the class  
was only for us learners with hearing impairment.”  
“Well I would say my performance is not bad, maybe let me say its’ on average. The theory part of  
the subject has not been well with me because the terminology used, I do not personally understand  
it. Therefore, studying has been difficult and our friends and design and technology studies teachers  
do not know sign language.”  
L5  
L6  
“I would say that my performance is good and I have managed to always reach a passing score.  
Theory has been a challenge on my part.”  
“My performance is good but would like to perform even better.”  
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As shown in Table 2: The participant, L1, acknowledged that her performance in design and technology was  
below average. L1 indicated being often attained marks that were below the passing score. Participant L2 stated  
that his performance was good in design and technology studies especially the practical part despite studying  
design and technology for the first time in grade 8 term two (2). Participant L3 stated that his performance in  
design and technology studies was also good although he did not perform too well in the theory part. The  
response from participant L3 indicates that, although this learner’s performance in design and technology was  
average, the learner could have performed better had the learner not been learning in the mainstream. Participant,  
L4, explained that, his performance was on average and felt that it could improve if teachers teaching design and  
technology studies were trained in Sign language but lack of training for teachers in Sign language made learners  
to largely depend on Sign language interpreters. Participant L5 response indicates that, the performance was  
good and the only challenge is the theory component of the subject. L6 indicated that, his performance in design  
and technology studies was good. However, the performance can be improved if certain materials were put in  
place.  
Responses of Head of Department Teacher on Performance of Learners in Design and Technology Studies.  
Responses from Head of Department (HOD) during semi-structured interviews when asked to rate the  
performance of learners with hearing impairment in design and technology studies were as follows in Figure 2;  
Figure 2: Responses of Head of Department Teacher on Performance of Learners in Design and Technology  
Studies  
The above presented verbatim from the purposively selected HOD in Figure 2: indicated that performance of  
learners with hearing impairment was on average although the performance of one female learner was below  
average due to lack of interest in the subject.  
Responses of Sign Language Interpreters on Performance of Learners in Design and Technology Studies. When  
asked about the performance of learners with hearing impairment in design and technology studies the following  
were the responses in Figure 3.  
Figure 3: Responses of Sign Language Interpreters on Performance of Learners in Design and Technology  
Studies  
Responses from participants SI 1 and SI 2 in Figure 3: show that the performance of learners with hearing  
impairment in design and technology studies is on average and that learners perform well in the practical  
component of design and technology studies.  
Responses of Administrators on Performance of Learners in Design and Technology Studies. When asked about  
the performance of learners with hearing impairment in design and technology studies see Figure 4  
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Figure 4: Responses of Administrator on Performance of Learners in Design and Technology Studies  
From Figure 4: the expression of the participants, learner performance for the hearing impaired was on average.  
The participant allegedly said it because the school was offering design and technology for the first time to  
learners with hearing impairment.  
Responses of Parents on Performance of Learners in Design and Technology Studies. Parents were asked about  
what they thought was the performance of their children in design and technology studies and the following were  
their responses in Table 3:  
Table 3: Responses of Parents on Performance of Learners in Design and Technology Studies  
Participant P1 had this to say, “My child is not Participant, P4, had this to say in Chitonga language’  
performing well in design and technology. I just “Mebo mwanagu ngandamba kuti tandizyi kabotu  
remember there was a term she got a 40% score. All the kabotu ma marks njoajana muchieeyo cha  
time I collect the report books the scores are always technology.Ngandamba ati uli akatiakati.Aboobo  
below 40%.”  
uboneka kuti ulachiyanda cieeyo ecee kambo ula panga  
zintu zinji”. When translating to English it means that  
‘As for me I don’t really know the performance of my  
child in the subject technology studies. The  
performance I think it is on average. However, all I  
know is that my child likes the subject through the many  
things we have seen him makes.”  
Participant P2 said that; “The boys’ performance in  
design and technology studies is very good. He enjoys  
design and technology lessons, as I mostly see him  
doing projects and studying. She always reaches the  
passing mark whenever an assessment is  
administered.”  
Participant P3 narrated that, “My child’s performance Participant P5, articulated that, “My Childs  
is on average. Am impressed with his performance more performance is fair, at least registers an average score  
especially that he is a ‘chibulu”. (The word chibulu in each time I get his end of term report book from the  
Ichibemba language is used to refer to an individual school. I think the subject is among the subjects he  
who does not hear or speak).  
managers to get a passing score.”  
Participant p6 narrated that, “The performance is not  
good the Childs grades don’t seem to progress each  
time I check on his progress.”  
As shown in Table 3: From the various responses given by the design and technology teachers teaching learners  
with hearing impairment, learners with hearing impairment learning design and technology studies, sign  
language interpreter, Head of department, administrator and parents shows that the performance of learners with  
hearing impairment is average and sometimes below average. Learners with hearing expressed knowing that  
their performance is fair and stated that they perform well on the practical part but have challenges with theory  
hence it has an effect on the overall mark. However, one vividly said her performance is poor. Sign Language  
interpreters also acknowledged the performance is not impressive due to limited vocabulary in sign language  
and so terminologies in design and technology studies which learners find it difficult to comprehend. The  
administration also indicated that the performance is on average and could because the current learners with  
hearing impairment are the first cohort to learn design and technology studies. The parents interviewed showed  
16 learner’s performance was on average, while 3 were above average while one learner’s performance is below  
average.  
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Challenges Learners with Hearing Impairment face in learning Design and Technology Studies in an  
Inclusive School Setting. See Table 4  
Table 4: Provides a summary of the findings on challenges learners with hearing impairment face in learning  
design and technology studies in an inclusive school setting  
Participant  
Responses  
Participant L1 “The challenge I face is not having sign language interpreters in some lessons. That puts us off  
because it will mean we will not benefit form that lesson and most of the times it goes without  
time been compensated which has also contributed to my poor performance.”  
Participant L2 “Our class is over clouded making it difficult to concentrate. There are many distractions in a  
class. I wish we had our own class”.  
Participant L3 “The other challenge is that it is time consuming and you spend time in the workshop and  
sometimes working on portfolios continues even at home. This makes me tired and it affects my  
work in other subjects.”  
Participant L4 “There are times when materials are not enough to use for the all class and as such, we are made  
to share the available resources, which in turn we do not benefit from hand on activities.” The  
participant further echoed that, “since the number in our class is large, I do not get chance to play  
an active role in the learning process. For example, when the teacher is demonstrating he does it  
fast and as you know will depend on the interpreter, so when turn to see the demonstration you  
would have missed.”  
Participant L5 “Help rendered to us by teachers and our fellow learners in class is not enough. Sometimes I get  
frustrated”  
Participant L6 “We have machinery and equipment but materials to use are a challenge. I enjoy the practical  
component of the subject. Sign language interpreters are not in enough sometimes we learn  
without an interpreter. We sometimes miss on the knowledge and skill we need to acquire.”  
Among the challenges faced by learners learning design and technology were as follows; in some lessons sign  
language interpreters were not resent. Material to use were not enough to cater for all learners in class to do  
hands on. Inclusive classes were overcrowded. Lessons were time consuming. It was not easy to observe what  
the teacher was demonstrating while seeing what the sign language was saying. Theory was difficult than  
practical. Teachers teaching them had no knowledge of sign language and learners wished learn direct from  
them. Therefore, these challenges affected learners with hearing impairment in their academic performance. See  
Table 5  
Table 5: Provides a summary of the findings on challenges teachers face in teaching design and technology  
studies to learners with hearing impairment in an inclusive school setting  
Participant Responses  
Participant “I am not a design and technology studies teacher with no special education qualification.  
DTT 1  
Therefore, for me to deliver my lesson I depend on Sign language interpreters”.  
Participant learners have challenges in technical drawings and getting the technical language which is due to  
DTT 2  
language barriers  
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Participant “Not having resources makes us fail to sometimes have practical lessons, which are replaced by just  
DTT 3  
explaining procedures to come up with an artifact”. There is lack of access to technologic devices  
such as videos, projector for PowerPoint presentation  
Participant “lack of materials to use for teaching practical’s most of the time is a challenge to the learners with  
DTT4  
hearing impairment. If materials can be availed timely maybe, our learner performance can be  
above average.” Other challenge is over enrollment in an inclusive school which makes him  
sometimes not to render specific help to the learning needs of the learners. Apart from that, lack of  
availability of materials has been a challenge to demonstrate practical lesson and female learner  
having no interest in learning the subject.  
Participant “At times they learn without an interpreter, which is unfortunate”  
SI 2  
Participant “The school does not have enough sign language interpreters, which has been a challenge to cater  
A 2  
for the individual need of our learners”  
Participant “Meebo ndibona kuti ceeyo eci chiyandika chindi manigi. chindi chonse ubikila mano yonse  
P
kuceeyo chomwe” (for me, this subject requires more time. The child concentrates on just on one  
subject).  
As shown from Table 5; the challenges teachers face in teaching design and technology to learners with special  
education needs were such as not being trained in sign language but depend on interpreters and at times teaching  
without a sign language interpreter. Lack of interest by a female learner, lack of teaching and learning resources,  
lack of access to technologic devices such as videos, projector for PowerPoint presentation. It was also  
mentioned that, time allocated to the subject was not enough for an inclusive class having learners with hearing  
impairment and learners lack of concentration by learners in inclusive classes. See Table 6.  
Table 6: Responses of Administrators and Parents concerning the challenges learners with hearing impairment  
face in learning design and technology studies in an inclusive school setting  
HT 1 said that the department has no teacher with special P1 said, “I think the main challenge my child talk  
education qualification. Teachers depend on sign language about is that the subject requires hard work because  
interpreters to deliver the lessons they are teaching to it enables one to spend most of the time in the  
learners with hearing impairment in the mainstream class. workshop and she get tired easily. Sometimes it the  
subject for boys.” P2 said, “Providing necessary  
We do not also have enough sign language interpreters I  
would say we just have one because the other one is not  
very competent and we have 6 learners who need their  
attention.  
material to use is a challenge to me as a parent due  
to limited resources. Buying of instruments and work  
suit for my child is challenging.”  
DH stated that, the school does not have enough sign  
language interpreters, which has been a challenge to  
cater for the individual need of our learners with  
hearing impairment learning design and technology  
studies. The participant further said, the practical  
department has received support through the  
government through grants and Non-Governmental  
Organizations. However, due to over enrollment the  
resources are limited to buy materials for use in  
every practical lesson.  
HT 2 “The other challenge not having teaching and  
learning material to use during hands on activities are a.  
Lessons which require material end being taught in  
abstract and hence a challenge to our learners more so  
learners with hearing impairment.”  
P2 “Time allocated for the subject is enough for the  
learners without impairment but not our learners with  
hearing impairment. Especially when working on a project  
for exams which we call portfolio. Learners with hearing  
impairment find it difficult because at times teachers find it  
difficult to find time to explain how to write the project, this  
poses a lot of challenge to learners”  
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Findings on the preparations of learners with hearing impairment for future training and employment  
opportunities show that design and technology is one of the subjects in the vocational career pathway that  
empowers learners with survival skills such as in carpentry, bricklaying, systems technology, electrical, metal  
fabrication and entrepreneurship. Findings also show that learners develop critical thinking and innovation. It  
further enhances self-employment for them as they engage in productive and economically viable ventures as  
reflected from the following responses when asked how design and technology studies prepared learners for  
future training and employment see Table 7;  
DISCUSSION OF THE FINDINGS  
The discussion focused on performance of learners with hearing impairment in design and technology studies,  
challenges faced by learners with hearing impairment in design and technology studies.  
This study was validated using the field theory by Pierre Bourdieu. Bourdieu [7] who emphasizes his view that  
reality is a social concept. One’s existence is dependent on social existence that is, when one relates with others.  
The field theory further stated that in a classroom where a sign language interpreter can be assigned and  
combined with conventional methods, the deaf could absorb the lesson and relate with his classmates and teacher  
and perform well. The current findings showed that the performance on average resulted from social existence  
in that, there were many challenges learners with hearing impairment experienced in the social classroom  
environment such as instructional aspects of lacking enough sign language interpreters and adequate  
instructional resources, communication barriers between teachers and learners with hearing impairment as well  
as lack of understanding some words found in a subject, being taught by untrained teachers in design and  
technology and learning in larger classes which affected learners with hearing impairment in terms of  
concentration that affected the performance of learners in design and technology studies and resulted in having  
average results.  
The voice of the researchers basing on the field theory was that the learners with hearing impairment truly found  
some difficulties in performing well when it came to design and technology studies during learning and teaching  
due to lack of social help.  
The findings at the time of the study showed that performance was on average. This was attributed to the fact  
that learners performed well in the practical component compared to the theory. The study by [21] revealed  
that learners with hearing impairment were more interested in the vocational subjects and did not like the theory  
part of the subject. This was true because this study has shown that learners with hearing impairment did perform  
well practically and not theoretically. However, the other contributing factor was that there were many  
challenges they experienced while learning.  
The researchers’ voice was that learners with hearing impairment faced many challenges which hampered their  
performance and which need to be addressed to enable them learn effectively and perform better.  
Studies show that use of sign language in schools for the learners with hearing impairment leads to improved  
academic performance. This is echoed by findings of [32] in a study on academic performance of learners with  
hearing impairment in five primary special schools in Kenya. [32] found that the use of Kenyan Sign language  
to instruct learners with hearing impairment led to an improvement in their academic performance. This is  
contrary to the current finding showing lack of sufficiently trained teachers in Sign language and over reliance  
on a few Sign language interpreters during design technology studies. At times learners would learn without  
Sign language interpreters thereby negatively affecting their ultimate performance.  
The voice of the researchers was that, the need for sign language training for teachers and having enough sign  
language interpreters is of paramount importance and need to be practically addressed at this study school in  
order to boost the performance of learners with hearing impairment in design and technology studies.  
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There is need to advocate for the incorporation of varied modes of representation to cater to the diverse learning  
preferences and abilities of learners. This is because learners with hearing impairment exhibit a distinct  
preference for visual learning approaches such as visual cues, graphical representations, and interactive visual  
aids as indispensable tools for enhancing comprehension and engagement. For instance, this was lacking while  
learners were learning as amplified by Musata and Penda [22 P 188] who found that, “There was also less use  
of real objects as teaching aids and generally the use teaching and learning aids was limited”.  
Furthermore, Appropriate inclusive teaching methods that facilitate learning of design and technology studies  
are needed because they play a pivotal role in shaping the experiences of learners. Inclusive teaching strategies  
are fundamental in ensuring equitable learning opportunities. Clear communication, visual demonstrations, and  
providing written instructions can aid in minimizing barriers and enhancing comprehension for learners with  
hearing impairment [28]. This was not similar to the current study finding which indicated that there were times  
when learners felt that some concepts in the subject put across had not been fully explained by sign language  
interpreters who were not trained in design and technology.  
The voice of the researchers was that, this approach of using inclusive teaching methods and visual learning  
benefits learners with hearing impairment and contributes to a richer learning experience and good academic  
performance and is worth to be advocated for. Moreover, it helps educators to recognize and address the  
individual needs of their learners through accurate and effective communication that create an atmosphere where  
all learners feel valued and empowered to succeed.  
The findings of the current study align partially with the principle of Universal Design for Learning (UDL),  
which emphasizes multiple means of representation to accommodate diverse learning styles and abilities [14].  
This was partially because learners experienced a lot of challenges. Hence the need for advanced instructional  
technologies. However, while technology is celebrated for its potential to bridge gaps, it is important to  
acknowledge that there might be challenges in its implementation. Factors such as technological accessibility,  
compatibility, and the learning curve associated with new tools that can impact the effectiveness of adaptive  
technologies for learners with hearing impairment.  
The researchers’ voice was that there is need to delves into strategies for optimizing the integration of technology  
to ensure seamless and beneficial experiences. If teaching of this subject had relied on adaptive technologies  
such as captioned videos, real-time transcription services, and visual note taking tools, using inclusive teaching  
strategies, providing written instructions, appropriate instructional technology and hands-on activities which  
foster a profound sense of agency and empowerment it could have significantly enhanced their understanding of  
complex design and technology concepts and overcome the challenges learners experienced.  
Design and technology subject is important despite the challenges being experienced which affect their  
performance this is because it helps learners with hearing impairment to develop the skills of creativity and  
imagination [33, 26 and 7]. It can also help them navigate life problems [13].  
CONCLUSION  
The current study on the performance of learners with hearing impairment in design and technology studies has  
underscored the complex interplay between various factors that impact their educational journey. Findings reveal  
both challenges and opportunities that are integral to understanding the holistic experience of these learners  
within an inclusive school setting. On performance of learners with hearing impairment the study revealed that  
learners with hearing impairment performance in design and technology studies was average and below average.  
It further revealed that learners with hearing impairment faced multiple challenges when learning design and  
technology studies. These challenges range from lack of adaptive technologies, inadequate Sign language  
interpreters, lack of trained teachers in the use of Sign language as well as lack of instructional materials. Another  
challenge lies in communication. Communication barriers, whether in the form of missed auditory cues during  
lectures or the complexity of real-time interactions, emerge as central obstacles to effective learning.  
Collaborative activities and group discussions, integral to design and technology education, presented difficulties  
in participation and engagement. The absence of auditory feedback during practical activities and workshops  
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introduces a layer of complexity in their skill development. Furthermore, environmental factors, technological  
accessibility, and emotional well-being are also critical considerations that impact their performance.  
The implications of this research are that the study was important despite the challenges being experienced, the  
skills obtained by learners with hearing impairment extend beyond the immediate educational context. The  
comprehensive skill set developed through design and technology studies equips learners with hearing  
impairment with the skills such as creativity and imagination for navigating life problems.  
RECOMMENDATIONS  
Based on the findings of the study on the performance of learners with hearing impairment in design and  
technology studies, it is recommended that:  
1. There is need to train more teachers with special education with a combination of design and technology  
studies as a teaching subject.  
2. The government should develop and enforce policies that prioritize accessibility in design and technology  
classrooms. This includes providing appropriate assistive technologies, ensuring compatibility with various  
communication methods, and optimizing classroom layouts for optimal visual and auditory experiences.  
3. There is need to implement mandatory training programs for teachers that focus on inclusive teaching  
strategies and the effective use of adaptive technologies. This will equip teachers with the skills and knowledge  
needed to address the unique needs of learners with hearing impairment and create a more inclusive learning  
environment.  
4. There is need to allocate resources to ensure that instructional materials, such as textbooks, visual aids, and  
online platforms, are designed with accessibility in mind. This includes providing captions for videos, alternative  
text for images, and content that caters to different learning preferences.  
5. There is need to develop guidelines for collaborative projects that facilitate effective communication and  
teamwork among learners with diverse abilities. Encouraging clear communication methods, designated roles,  
and providing tools for remote collaboration can enhance the quality of group work for all learners.  
6.There is need to encourage teachers to diversify assessment methods to accommodate various learning styles  
and abilities.  
7. Policy makers can promote the use of alternative assessment formats, such as visual presentations or written  
reports, to ensure that learners with hearing impairment can demonstrate their understanding effectively.  
8. There is need to establish opportunities for school based continuous professional development (SBCPD) for  
teachers that focus on the latest advancements in assistive technologies, accessible instructional practices, and  
strategies to create a more inclusive learning environment. This can be achieved through workshops, seminars,  
and online courses.  
9. There is need to launch awareness campaigns to promote understanding and empathy among peers, teachers  
and the broader school community. These campaigns can help reduce stigma, foster a culture of inclusivity, and  
encourage learners with hearing impairment to advocate for their needs confidently.  
ACKNOWLEDGEMENT  
In this study we notably pay our heartfelt sincere tribute to all the respondents from the study school. We thank  
Kwame Nkrumah University management for their support in giving opportunity to do research. We also thank  
our families for their moral support and encouragement during the period of this study. Finally, we salute all  
those whom we have not been mentioned for whatever role they played in this study.  
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