Adapted Hypermedia Shapes the Achievement of Geography: A Case of Hearing Impaired Students in Kenya

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IX, September 2019 | ISSN 2454–6186

Adapted Hypermedia Shapes the Achievement of Geography: A Case of Hearing Impaired Students in Kenya

Obondo Gaudence
Homa Bay Primary School: Box 33-40300 Homa Bay, Kenya

Abstract: – The hearing impaired (HI) students often encounter communication problems in classroom. Yet some specific media can facilitate and enhance their learning. This study reports on the development of hypermedia educational instruction that supports HI student’s achievement in Geomorphology. The objectives were to find out; the achievement of students exposed to hypermedia lesson in Geomorphology and gender disparity. The study was informed by multiple intelligence and cognitive theory of multimedia learning regarding individual differences and strength of the brain to store well and recall images as opposed to text. The study assumed a pragmatic research paradigm adopting mixed methods using quasi experimental approach involving Solomon four nonequivalent control group design. Simple random sampling procedure was used to obtain four schools, two for experiment and two for control group. Data collection instruments were pre-test, post-test and questionnaire. Data were analyzed using descriptive and inferential statistics. The results showed that use of hypermedia for teaching HI resulted in higher achievement, girls improved more than boys. These findings may create awareness and need for integrating hypermedia in pedagogy for improved performance, thus helping learners to focus attention that promotes teachers’ instructional technique. The following recommendations were made; review of curriculum and digitize HI content, improve ICT infrastructure and facilities, teachers should exploit the potential of hypermedia to develop a wide range of student’s skills.

Key words: Hypermedia, Geomorphology, Hearing Impaired, Achievement

I. BACKGROUND

The world is moving very fast into a digital multiple periods in an environment characterized by ICT with its tenets that can shape teaching and learning process. Disability has largely been invisible in the instructional implementation, and is rarely included in national policies and programmes, This has perpetuated a situation in which environmental barriers are still preventing persons with disabilities from accessing, participating and being fully-included in education activities.

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