As educational institutions strive for inclusivity, understanding effective teaching strategies is crucial for

optimising learning outcomes for these learners. The study’s objectives are to examine how instructional

methods affect learners with hearing impairments' academic performance of learners with hearing impairment,

and identify the effective strategies that can be used to improve their educational outcomes. The study employed

a descriptive survey design. Quantitative data was obtained from hard copy anonymous questionnaires. Findings

engagement and peer interaction persist, indicating the need for comprehensive approaches that address both

academic and social dimensions. The research underscores the importance of ongoing professional development

for educators and emphasises the necessity of fostering inclusive environments that promote collaboration and

understanding among all students. Ultimately, these insights aim to inform best practices in teaching learners

with hearing impairments, ensuring equitable educational opportunities.

The academic success of learners with hearing impairment is a critical area of interest in educational research,

as it addresses the broader challenge of inclusive and effective teaching strategies. Numerous nations around the

world have conducted studies on the effects of instructional strategies on the academic performance of learners

(UNDP, 2022). As educational institutions strive to provide equitable learning opportunities, understanding the

impact of various instructional methods on the academic outcomes of learners with hearing impairment become

critical.

Like other policy instruments, the current National Strategy for transformation (NST1 2025- 2029), Education

Sector Strategic Plan (ESSP - 2025/2029), Special Needs and Inclusive Education Policy and its Strategic Plan

(2025-2029) were designed to specifically address the special educational needs of all learners with disabilities

including children with hearing impairment in their inclusive education by using different instructional strategies

(SNIE Strategic Plan, 2019). However, learners with hearing impairment face challenges in the classroom that

Different instructional strategies, including visual aids, hands-on learning, and the use of technology, can play a

technology (ATiA, 2020). This research explored how these diverse teaching approaches affect not only

academic performance but also engagement, motivation, and self-efficacy in hearing-impaired learners. By

examining the correlation between instructional methods and academic outcomes, the study seeks to inform

educators and policymakers about best practices that can foster an inclusive environment conducive to learning

for all learners, regardless of their hearing ability.

Additionally, no research has been done on the academic performance of students in Rwanda's inclusive

education system, specifically at CJSM Ngoma Inclusive School, who have hearing impairments. Due to the

learners' extremely poor performance in class, this study sought to close this gap by examining the impact of

instructional strategies on the academic performance of learners with hearing impairment. Therefore, the

objectives of this study are to (1) examine how instructional methods affect students with hearing impairments'

flexible, inclusive instructional methods. Multiple studies show UDL's effectiveness: (Novembli et al., 2024)

found UDL increased student confidence and participation, while (Caroline et al., 2025) emphasised the

importance of varied engagement, representation, and expression methods. Key improvements include;

providing multiple means of representation; offering flexible learning environments, and enhancing student

engagement and self-expression. However, challenges remain. (Dennis Mumba et al., 2022) noted persistent

issues like insufficient resources and inappropriate instructional methodologies. (Espada-Chavarria et al., 2023)

highlighted the need for continued practical implementation of universal design teaching models. The evidence

suggests UDL is promising but requires ongoing refinement and comprehensive institutional support to

maximise its potential for hearing-impaired learners.

Studies consistently demonstrate that instructional strategies significantly influence academic outcomes for

students with hearing impairment in inclusive classrooms (Ezechinyere, 2021). Socioeconomic factors, previous

average performers, while students report difficulties understanding concepts due to inadequate instructional

accommodation (Kumatongo & Muzata, 2021). These findings highlight the urgent need for improved teacher

training and adapted instructional approaches.

In various African contexts, research on instructional methods for learners with hearing impairment reveals

significant impacts on academic performance. However, (Olufemi & Oladele, 2018) demonstrated that specific

instructional approaches can be effective, finding that Montessori didactic methods were more efficacious than

direct instruction for developing reasoning abilities in hearing-impaired children in Nigeria, with no significant

gender differences observed in effectiveness. Effective teaching methods require patience, creativity, and

customised instruction, utilising visual aids, technology, sign language, small-group instruction, and

collaborative learning environments (Polvanov, 2023). However, significant challenges persist in

implementation. Studies consistently identify barriers including limited resource availability, inadequate

infrastructure, outdated materials, and insufficient teacher training in assistive technologies (Caroline et al.,

Studies from Southern Africa reveals significant challenges affecting academic performance of learners with

hearing impairment. Communication barriers emerge as a primary factor, with teachers lacking adequate sign

language competency, negatively impacting knowledge exchange in classrooms (Mumba et al., 2022; Musonda,

2017; Migeha, 2014). Teachers often lack adequate preparation in sign language instruction, contributing to poor

negative attitudes toward academic work, poor pre-academic readiness skills, insufficient resources,

inappropriate instructional methodologies, and assessment approaches (Mumba et al., 2022). Students with

hearing impairment consistently underperform compared to hearing peers due to inappropriate instructional

methodologies, insufficient resources, and unsuitable curriculum content (Mumba et al., 2022; Musonda, 2017).

However, intervention approaches show promise for improving outcomes. A South African study demonstrated

that learners receiving Listening and Spoken Language therapy achieved superior academic performance and

age-equivalent language outcomes compared to those receiving traditional speech-language therapy (Casoojee

et al., 2024). The research consistently emphasises that sign language proficiency among teachers is crucial, as

communication barriers significantly impair knowledge exchange at the classroom level (Mumba et al., 2022).

In Kenya, the learners' role in the pedagogical process traditionally consisted of being a passive recipient while

(CSO, 2022). They routinely fare worse than others in terms of health, educational success, economic, political,

and cultural participation, poverty rates, dependency levels, and legal protection (UNDP, 2022). Statistics also

reveal that 154 of the 91,193 students enrolled in higher education institutions have special educational needs.

Initiatives from private organisations, primarily religious institutions and charities, were the first to focus on the

education of students with hearing impairment. Signs and spoken language in the local language (Kinyarwanda)

were used to deliver instructions (ESSP 2018/19 – 2023/24).

A comparative analysis of various instructional models reveals that inclusive teaching practices positively impact

students with hearing impairments. According to research by (Rowland, 2007) and (Jelinek & Jackson, 2001),

the use of captioning increases vocabulary and reading comprehension while giving students access to academic

and cultural experiences (Rodriguez & Diaz, 2017). Methods that integrate assistive technologies, such as

Andala & Ng'umbi (2016) demonstrated that teaching methods significantly affect academic performance at

Rwandan universities, with group discussions proving most effective, followed by interactive lectures, while

traditional lectures were least beneficial. For students with hearing impairments specifically, (Sibomana et al.,

2025) found that inclusive education practices significantly influence learning interest, with 98% of respondents

indicating that inclusive settings enhance student engagement and reduce stigma. Key factors included adapted

teaching methods, participation in discussions, and building self-esteem among hearing-impaired students.

These studies collectively highlight the importance of adaptive, inclusive instructional approaches for students

with disabilities in Rwanda's educational system.

English composition writing. Maintaining a positive learning environment in the classroom requires a positive

attitude (Ting & Gilmore, 2022).

Moreover, the importance of teacher training cannot be overstated in this context. Educators equipped with

knowledge and skills to implement specialised instructional methods are better positioned to support learners

with hearing impairments effectively (Ismail, 2022). Studies emphasise the need for professional development

programs that focus on adaptive teaching techniques and the use of technology in the classroom (Moltudal et al.,

2022). As a result, teachers can foster inclusive learning environments that accommodate diverse learning needs,

ultimately leading to enhanced academic performance for students with hearing impairments.

This study was carried out at CJSM Ngoma Inclusive School, Huye District, Southern province in Rwanda. The

study employed a descriptive survey design. Descriptive survey design research methodology is used to collect

and analyse data to describe the characteristics, behaviours, or opinions of a population or phenomenon at a

impairment who are the main participants of this research. Quantitative data was obtained from hard copy

anonymous questionnaires. The questionnaires used a 5-point Likert scale for answers with closed-ended

questions focused on how instructional methods affect learners with hearing impairments' academic performance.

Quantitative data generated were coded and assessed using Statistical Package for Social Scientists (SPSS) and

descriptive statistics.

resources and teaching aids significantly supports the academic performance of learners with hearing

impairments. Instructional materials and visual aids are seen as particularly effective, with high agreement that

they enhance learning outcomes. While there is recognition of the benefits of technology, opinions are more

divided, suggesting that access to and training on these technologies may need improvement. Concerns about

social engagement and equal play with peers reflect potential challenges in inclusive environments, indicating