EFFECT OF ICT INTEGRATION IN ENHANCING STORY GRAMMAR ACHIEVEMENT AMONG SECONDARY SCHOOL LEARNERS WITH HEARING IMPAIRMENT IN SELECTED COUNTIES, KENYA

Authors

  • Samuel Muthomi Rwaimba Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
  • Francis Muriithi Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
  • Jessina Muthee Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejse.v10i3.5362

Keywords:

achievement in story grammar, ICT Integration, hearing impairment, traditional instructional pedagogies

Abstract

Using a quasi-experimental research design merged with a descriptive survey design; the researcher examined the effect of ICT integration in enhancing story grammar achievement among secondary school learners with hearing impairment in the counties of Tharaka Nithi and Embu in Kenya. This study was guided by the Technological Pedagogical Content Knowledge (TPACK) theory. Purposively, a secondary school for learners with HI was picked from each county. All learners (40), 2 teachers teaching English and the principals from the two sampled schools were used as the sample size. Learners were presented with a Students Story Grammar Achievement Test (SSGAT) for pre- and post-test. Further, questionnaires were used to gather more data from both the learners and the English teachers, while principals were engaged in an open-ended interview. The study findings revealed that ICT integration enhances story grammar achievement (t = 2.415, p = 0.0180) among secondary school learners with hearing impairment. The researcher suggests monitoring the 2021 ICT policy on education and training implementation, educating teacher trainees on technology integration, reviewing school strategic plans, and digitalizing story grammar resources for learners with HI.

 

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Author Biographies

  • Samuel Muthomi Rwaimba, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

    Mr. Samuel Muthomi Rwaimba is a PhD (Special Needs Education) finalist at Kenyatta University, Kenya. He holds master's and bachelor's degrees in Special Needs Education (hearing impairment) from Kenyatta University, Kenya. He currently teaches regular high school students.

    ORCID: https://orcid.org/0000-0002-2339-5178.

  • Francis Muriithi, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

    Dr. Francis Muriuki Muriithi is a Lecturer in the Department of Early Childhood and Special Needs Education at Kenyatta University, Kenya. He holds a PhD, M.ed, and B.ed (Special Needs Education, Kenyatta University) with bias in education of learners with hearing impairment, functional assessment of children with disabilities/special needs, audiological assessment of children with hearing impairment, sign language training and interpretation and speech training for children with hearing impairment.

  • Jessina Muthee, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

    Dr. Jessina Jessica Muthee is a Senior Lecturer in the Department of Early Childhood and Special Needs Education of Kenyatta University, Kenya with a specialization in psychology (learning disabilities, psychometrics and quantitative research expert). She holds a doctoral degree from the University of Kerala and a master's and bachelor’s degree from Kenyatta University. She teaches and supervises research for both master's and doctoral students. She has published widely in both national and international peer-reviewed journals. Her areas of research interests include inclusive education, dyscalculia, dyslexia, dysgraphia, dyspraxia, attention deficit hyperactive disorders, cognitive psychology, mental health education, communication disorders, psychometrics, consulting psychology and abnormal psychology.

    ORCID: https://orcid.org/0000-0002-5666-6018

    Google Scholar: https://scholar.google.com/citations?user=Lm3-748AAAAJ&hl=en

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Published

2024-05-12

Issue

Vol. 10 No. 3 (2024)

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