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Author: search.filters.author.Mwirichia, SeverinaSubject: search.filters.subject.hearing impairment

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    Utilization of Listening Assistive Technologies and the Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya
    (International Journal of Professional Practice, 2022-10) Murithi, Sabina; Mwirichia, Severina; Gichohi, Paul Maku
    The government of Kenya has established measures such as training and employment of teachers to deliver quality education to learners with hearing challenges. However, the academic performance in primary schools for learners with hearing impairments has been poor. This study investigated the effect of utilizing assistive technologies on the academic performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi counties, Kenya. It specifically examined the effect of listening assistive technologies on academic performance. It was guided by the capability theory. The three hearing-impaired special schools in Meru and Tharaka Nithi County were the study's sample. There were 91 pupils, 13 teachers, and 9 technical support personnel. Three school principals and 2 County Educational Directors for Education were interviewed. The study design used was a cross-sectional survey. Questionnaires, an interview guide, a focused group discussion, and document analysis were utilized to collect data. Descriptive statistics and correlation were used to analyze the quantitative data, while the thematic technique was used on qualitative data. The findings were presented using tables, figures and identified themes. To address the validity and reliability of the research instruments, a pre-test was conducted. The study discovered a positive link between the use of listening assistive devices and academic achievement in primary schools for students with hearing impairments. It also noted a low usage of listening assistive technologies, which was ascribed to listening assistive device inadequacy, a lack of skills for utilizing them, poor equipment maintenance, and a lack of appropriate support from schools, government, family, and the community. The Ministry of Education should develop a strategy to acquire all the necessary listening assistive technology equipment for students with hearing impairments in all primary schools. Head teachers were advised to develop training strategies for complicated listening assistive devices to reduce the rate of breakages and breakdowns. The findings have implications on curriculum, hiring of teaching and non-teaching staff, funding, and teaching practices.
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    How Utilization of Augmentative and Alternative Assistive Technologies affect the Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya
    (International Journal of Professional Practice, 2022-10) Murithi, Sabina; Mwirichia, Severina; Gichohi, Paul Maku
    Despite the government of Kenya supporting the training and employment of teachers to deliver quality education to learners with hearing challenges, the academic performance in primary schools for learners with hearing impairments has been poor. The objective of this study was to assess the effect of augmentative and alternative assistive technology devices on academic performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi counties, Kenya. The study was guided by the capability theory. The mixed-methods approach and descriptive research design were adopted. The target population was the three primary schools for learners with hearing impairments in Meru and Tharaka Nithi Counties. It interviewed head teachers and County Educational Directors of Education and issued questionnaires to learners. Staff participated in a focused group discussion. The learners, teaching and non-teaching staff, were selected using simple random sampling technique, while the three head teachers and the two County Educational Directors of Education were selected purposively. Descriptive statistics and correlation were used in the quantitative data analysis, while thematic technique was used on qualitative data. Analysis of data was done by computing inferential and descriptive statistics using SPSS. Dismal academic performance was reported in the three primary schools. The study noted inadequate and poorly maintained augmentative and alternative assistive technology devices, inadequate learners’ skills, weak guidelines for using the devices and insufficient support from the government. The utilization of augmentative and alternative assistive technology devices was low. The study recommended that the Ministry of Education should purchase all the required augmentative and alternative assistive technology devices, allocate adequate funds for their maintenance and establish a policy that fosters the utilization of augmentative and alternative assistive technology devices in the school. The findings suggest changes in the curriculum, qualification of staff, funding, and teaching pedagogies.