Exploration of Academic Performance of Learners with Hearing Impairment at Munali Secondary School, Zambia
- October 10, 2021
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue IX, September 2021 | ISSN 2321–2705
Edward Kaindu, Eunifridah Simuyaba, Gistered Muleya & Francis Simui
Institute of Distance Education, University of Zambia
Abstract: This study explored the academic performance of learners with hearing impairment at Munali Secondary School, Zambia. The following specific objectives guided the study: (i) describe academic performance of learners with hearing impairment at Munali secondary school, (ii) explore challenges affecting academic performance of learners with hearing impairment at Munali Secondary School, and (iii) explore strategies for improving academic performance of learners with hearing impairment at Munali Secondary School. A qualitative case study was applied. The instruments in data generation were structured interview guide and observation check list. Data was generated from 14 participants. All the participants were sampled using the purposive sampling procedure. Emergent findings indicated that learners with hearing impairment at Munali under-performed academically. The challenges that affected the academic performance were: Language deficit and language delay; unfriendly curriculum; teachers’ incompetence in the language of instruction (Sign Language); and lack of teaching and learning materials in Sign Language. To improve the academic performance of learners with hearing impairment, strategies included: early identification and assessment; conducting Continuous Professional Development meetings to improve sign language; improved training of teachers for learners with hearing impairment in colleges and universities in sign language; and preparing learning and teaching materials in sign language. The findings offer insight into the academic performance of learners with hearing impairment at Munali Secondary School as well as other schools with similar settings.
Key words: Academic Performance, Learners with Hearing Impairments, Munali, Zambia
I. INTRODUCTION
This paper is an excerpt from the principal researcher’s Master of Special Education dissertation. The Masters programme was offered by the University of Zambia (UNZA) in collaboration with the Zimbabwe Open University and has been running since 2014 (Manchishi, Simui, Ndhlovu & Thompson, 2020; Simui, 2018; Simui, Kasonde-Ngandu, Cheyeka & Kakana, 2018).
