Influence of Total Communication on the Academic Achievement of Students With Hearing Impairment in Oredo, LGA
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study;
- To determine the effect of total communication on academic achievement of student with hearing impairment
- To determine the influence of gender on academic achievement of student with hearing impairment exposed to total communication
- To examine the interaction effect of gender and total communication on academic achievement of student with hearing impairment
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of Hearing Impairment
Hearing is the ability of the ear to receive and interpret sound or message. Hearing impairment is therefore the inability of the sense organ (ear) to receive and interpret message or sound. According to Okeke (2001), hearing impairment is a serious sensory deprivation that has been noted to hinder the afflicted persons’ development in general and their academic achievement in particular Hearing impairment as viewed by Ojile (2006) is a generic term indicating a hearing inability which may range in degree of severity from mild to profound. In line with Ojile’s definition, Okeke (2001) further explained hearing impairment as a generic term used to qualify anyone with hearing loss. It is a degree of hearing loss, which may range from minimal hearing loss to profound deafness. Ojile and Okeke’s definition have similarities with the explanation given by Conference of the Executives of the American School for the Deaf (cited in Obi 2006) which described hearing impairment as a generic term indicating a hearing disability that may range in severity from mild to profound. This also includes subset of deaf and hard of hearing. The views of these authors have shown that hearing impairment is in degrees with regard to language, there are pre- lingual and post- lingual hearing loss.pre lingual 20 hearing loss is a hearing loss at birth or before the child has learned language while post lingual hearing loss occurs after the child has developed language. This classification is based on the point of language acquisition. Moreover, Okeke further explained that hearing impairment is a disability that affects the total personality no matter the period of onset. When it affects the total personality it means that it affects the well-being of a person which includes his social, physical, psychological and mental state. Supporting the above view, Ozoji (2005) described children with hearing impairment as those whose sense of hearing are defective and this could range from ability to hear partially to not hearing at all. In the same line of thought, Mills (1990) explained that hearing impaired persons are those who have partial hearing loss, which means that they may or may not be aware of sounds. The views of Hallahan and Kauffman cited in Obi (2006) provided an insight in differentiating the levels of impairment. These include; 0-27(sound pressure), 27 – 40dB (normal hearing), 41 – 55dB (moderate hearing loss), 56 – 70dB (sever hearing loss), 71 – 90dB (profound hearing loss or anacrusis) in education, slight or mild and moderate hearing loss are referred to as hard of hearing while sever to profound hearing loss are referred to as deaf According to them, a deaf person is one who cannot process linguistic information through audition with or without hearing aids. A 21 hard of hearing can process linguistic information with or without hearing aids, they have residual hearing sufficient to process linguistic information through audition. What this implies is that children who cannot process linguistic information even with hearing aid will definitely find learning difficult especially where oral method of communication is used. Supporting the above view, Olawale (2000) argued that persons with hearing impairment are those who have lost some, but not all of their hearing and who can or cannot benefit from the use of hearing aids in order to understand the use of speech. In their own contributions, Paul and Quiqley (1990) remarked that hearing impairment is any hearing loss ranging from mild to profound.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study of perceived influence of total communication on the academic achievement of students with hearing impairment in orodo, LGA
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on perceived influence of total communication on the academic achievement of students with hearing impairment in orodo, LGA. 200 staff of selected primary schools in Orodo local government of Edo state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on influence of total communication on the academic achievement of students with hearing impairment. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of total communication on the academic achievement of students with hearing impairment
Summary
This study was on influence of total communication on the academic achievement of students with hearing impairment. Three objectives were raised which included: To determine the effect of total communication on academic achievement of student with hearing impairment, to determine the influence of gender on academic achievement of student with hearing impairment exposed to total communication, to examine the interaction effect of gender and total communication on academic achievement of student with hearing impairment. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected primary schools in Orodo LGA, Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made headmasters, headmistress, class teachers and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The following conclusions were drawn from the result of the study:
- Teaching children with hearing in the use of T.C. will improve their academic achievement in English language
- Gender does not influence the academic achievement of children with hearing impairment since males and females exposed to T.C performed equally.
- Teaching in T.C and gender has no significant interaction effect on the academic achievement of children with hearing impairment.
Recommendation
- Training institution for teachers should try to incorporate T.C as a unit of study in their curriculum if teachers are to be equipped with the skills of using this T.C in teaching. There should also be an inservice training for teachers who are already in the field to enable them update their knowledge in the use of T.C.
- The children with hearing impairment should be exposed to the use of T.C whether male or female. When they acquire this knowledge it will help them to develop their potentials and also make them participate effectively in their family and the larger society.
References
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- Ademokoya J.A. (2007). Managing some psychosocial problems affecting the learning of Nigerian school children with hearing impairment. Pakistan Journal of Social Science. 3, 460 – 466.
- Ademokoya J.A. (2008). Classroom communication and placement of the deaf child in an inclusive class. Journal of Human Ecology. 23 (3), 203-209.
- Ademokoya,J.A &Shittu,B.A(2007).Onset of hearing loss, gender and self concept as determinants of academic achievement in English Language of students with hearing disability in Oyo State, Nigeria www.usca.edu/essays/vol222007/ademokoya.pdf Retrieved on 6/5/2011.
- Alikali, H.S, (1991). Education of the hard- of hearing: A forgotten alternative in Nigeria. In E.D Ozoji,J.U.Umola &S.O.olaniya (eds.) Contemporary issues in system of education. Jos: National Center for Exceptional Children.
- Akinpelu, O.F. (1998). A study of the academic achievement and self concept of male and female hearing impaired students in Nigeria. Nigeria Journal of Guidance and Counseling, 6 (1&2, 1 – 10).
