Integration of Hypermedia Instruction: a Change in Pedagogy for Hearing Impaired Students in Kenya
- October 3, 2019
- Posted by: RSIS
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IX, September 2019 | ISSN 2454–6186
Integration of Hypermedia Instruction: a Change in Pedagogy for Hearing Impaired Students in Kenya
Dr. Obondo Gaudence1, Professor Nabwire Violet Kafwa2, Professor Too Jackson Kiprop3
1,2,3Department of Curriculum Instruction and Educational Media, Moi University, Kenya
Abstract: – Hypermedia is being used increasingly to provide heuristic approach. Integration of hypermedia into pedagogy is on the assumption that it helps students learn. The study determined changes on the role of both students and teachers and challenges experienced in integrating hypermedia. The study employed multiple intelligent (MI) theory. A mixed method approach involving quasi experimental was used. Four schools were selected and assigned randomly to control and experimental. Data was collected through rigorous interview and questionnaire. Descriptive analysis was used to summarize data, which was presented in tables. The results revealed that there are changes in role; students from passive to active, teachers from dispenser of knowledge to facilitator. Hypermedia allows interaction and self-learning, it is difficult to integrate due to varied disabilities and prerequisites.
Key words: Hypermedia Instruction, Pedagogical Change, Hearing Impairment
I. BACKGROUND OF THE STUDY
Integration of instructional media helps students improve retention of information and their academic achievement. In traditional classroom settings, the teacher will begin class by answering questions from the previous work, then teach the new lesson, give notes and sometimes give assignments. Hard-of-hearing students suffer from visual input overload as they simultaneously attempt to pay attention to the teacher, interpreter, and any visual aids that may be presented (Marschark et al., 2006)These static media do not adequately represent, visualize or convey abstract Geomorphology information such as fiords, roche, zeugen, solifluction among others. These teaching methods reinforce the memorization of factual information and do not promote deeper understanding or application of principles involved (Hew & Bush, 2007).
