PERCEPTIONS OF TEACHERS AND PUPILS ON FACTORS AFFECTING ACADEMIC PERFORMANCE OF PUPILS WITH HEARING IMPAIRMENT IN PRIMARY SCHOOLS IN ZAMBIA

Authors

  • Dennis Mumba Malambwa Secondary School, Zambia,
  • Sophie Kasonde-Ngandu Dr., University of Zambia, Zambia
  • Joseph Mandyata Dr., University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejse.v8i4.4399

Keywords:

hearing impairment, perception, sign language, Zambia

Abstract

The academic performance of learners with hearing impairment has continued to decline far below their hearing counterparts. Comparison of academic performance in various subjects between pupils with hearing and non-hearing indicate that hearing impairment (HI), was lagging behind in schools. The study, therefore, explored perceptions held by teachers and pupils on factors affecting the academic performance of pupils with hearing HI in selected schools in Zambia. A qualitative approach supported by a case study research design was employed in the study. The sample size was 22 consisting of 10 pupils with HI, 10 teachers of pupils with HI and 2 head teachers. An expert purposive sampling technique was used to select participants. Data from pupils was collected using a focus group discussion guide (sign language used as a mode of communication) while data from head teachers and teachers were collected with aid of face-to-face interview guides. Qualitative data were analyzed thematically and results were presented descriptively. The study revealed that the use of sign language as a mode of communication significantly impaired the exchange of knowledge and skills at the classroom level. It was also found, that pupils with HI faced many challenges such as; a negative attitude towards their academic work, poor pre-academic readiness skills, insufficient resources, clouded school curriculum, inappropriate instructional methodologies and assesmmnet approaches that had affected their academic performance. It was further evident, that teachers were ill-prepared in sign language as a language of instruction to positively impact on academic and social life with HI pupils in schools. Although schools were seen to be making efforts to address the observed challenges, pupils with HI, continued to academically perform lowly. The study recommends, upgrading teachers’ competence in sign language, and providing an enriched learning environment, instructional resources as vehicles for improving academic success among pupils with HI in the study schools.

 

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Author Biographies

  • Dennis Mumba, Malambwa Secondary School, Zambia,

    Mr. Dennis Mumba is currently a teacher in the Department of Social Science and Special Education at Malambwa Secondary School in Zambia. He holds a Master of Education in Educational Psychology, and a Bachelor’s Degree in Special Education from the University of Zambia. He is a teacher of Special Education and Religious Education.

  • Sophie Kasonde-Ngandu, Dr., University of Zambia, Zambia

    Dr. Joseph Mandyata is a lecturer, researcher and consultant in the field of Special / Inclusive Education at the University of Zambia. He has published widely on special and inclusive education, guidance and counselling. He holds a PhD in Special Education, Master of Education in Special Education and a Bachelor of Arts with Education Degrees. His research interests are in: Policies and Management of Special/Inclusive Education; Partnerships in Education; Guidance and Counselling, Disability, Education and Poverty.

  • Joseph Mandyata, Dr., University of Zambia, Zambia

    Ms. Sofie Kasonde-Ng’andu is a professor of Educational Psychology, a Senior Lecturer and a Researcher at the University of Zambia. She has published widely on educational psychology, special education, and gender and education. She holds a PhD degree in Educational Psychology, a Master’s degree in Educational Psychology and a Bachelor of Arts in Education degree. Her research interests include Equity in Education, Curriculum Innovation, Teacher Education, Disability and Education.

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Published

2022-08-08

Issue

Vol. 8 No. 4 (2022)

Section

Articles

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