EXPLORING THE INSTRUCTIONAL TECHNIQUES USED IN TEACHING NUMERACY SKILLS AMONG LEARNERS WITH HI IN SELECTED PRIMARY SCHOOLS IN KENYA

Authors

  • Nekoye Evelyne Pwokah PhD Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Beatrice Bunyasi Awori Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Jessina Muthee Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i2.6561

Keywords:

learners with hearing impairment, instructional techniques, mathematics, numeracy skills

Abstract

The purpose of this study was to explore the instructional techniques used in teaching numeracy skills among learners with HI in four selected primary schools in the four counties: Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia. The study was based on B.F. Skinner's 'black box' theory. The study used a correlational research design. The study was carried out in Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia Counties. In each county, one primary school with learners with HI was selected, making a total of 4 selected primary schools. The target population comprised teachers and head teachers in selected primary schools. The study selected 4 primary schools with learners with Hearing Impairment (HI). The total population of the study was 65 respondents. The institutions were sampled through stratified sampling. The study used both quantitative and qualitative research instruments (questionnaires and an interview guide). Statistical Package for Social Sciences (SPSS) was used to process and organize the data. To process the gathered data, both descriptive and inferential statistics were used. Means and standard deviation were used to describe the acquired data using descriptive statistics. The qualitative data from the open-ended questions were categorised to create recurrent themes and presented verbatim and in narrative form.  The study results revealed that the majority of the respondents were of the view that learners who have a hearing impairment require visual cues/ support in their learning to assist their understanding of content. Visual cues, such as written instructions, diagrams, charts, and videos, can be essential tools for learners with hearing impairment to comprehend and engage with instructional materials effectively. The study findings concluded that there was a statistically significant positive correlation between instructional techniques used and academic performance among learners with HI (r=0.622, p<0.05). The study recommended that primary schools in Kenya adopt a multi-modal approach to teaching numeracy skills for learners with hearing impairment.

 

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Author Biographies

  • Nekoye Evelyne Pwokah, PhD Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya

    Pwokah Nekoye Evelyne is a highly experienced and dedicated Special Needs Educator with a strong professional commitment to inclusive learning and the advancement of education for learners with special needs, particularly those with hearing impairments. She brings extensive experience across higher education, special schools, and educational leadership, with a proven record of excellence in teaching, administration, curriculum development, and advocacy for inclusive education. Ms. Pwokah has served as a Lecturer in Special Needs Education at Kaimosi Friends University, where she contributed to teacher preparation and academic development in inclusive education. Her professional journey also includes teaching and leadership roles at St. Anthony School for the Deaf, Eldoret School for the Hearing Impaired, and Michael Wamalwa School for the Hearing Impaired, Kitale, where she served as Deputy Principal and later as Principal. In these roles, she demonstrated strong instructional leadership, effective school management, and the successful implementation of inclusive classroom practices. Beyond formal school settings, Ms. Pwokah has made significant contributions to alternative learning environments and national education initiatives. She has worked with the Kenya Institute of Curriculum Development (KICD) as a panelist, supporting curriculum review and the adaptation of learning and teaching materials for learners with special needs, with a focus on digital content development. She has also provided mentorship to newly trained teachers and led professional development initiatives in inclusive education and curriculum design, earning recognition for her leadership and national advocacy in inclusive classroom practices. Academically, Ms. Pwokah holds a Master’s degree in Special Needs Education, specializing in Hearing Impairment and Inclusive Education, and a Bachelor’s degree in Special Needs Education, both from Kenyatta University, Kenya. She is currently a PhD continuing student pursuing a Doctor of Philosophy in Special Needs Education at the School of Education and Lifelong Learning, Kenyatta University. Her doctoral research focuses on Computer-Assisted Instruction in Promoting Numeracy Skills among Learners with Hearing Impairments in Kenya. Her academic and research interests include inclusive education practices, hearing impairment and deaf education, computer-assisted instruction and educational technology, digital and adaptive learning content development, numeracy and literacy skills acquisition among learners with special needs, learner–teacher interaction processes, curriculum design and implementation, alternative learning environments, and teacher professional development in special needs education. Ms. Pwokah demonstrates strong multilingual proficiency in English, Kiswahili, her mother tongue, and Kenyan Sign Language, enabling effective engagement across diverse educational contexts. In recognition of her expertise and international outlook, she was appointed as a Partner Teacher at Westhaven Elementary School, Portsmouth Public School, Virginia, for the 2025–2026 academic year. Overall, Ms. Pwokah Nekoye Evelyne is a respected educator, academic, researcher, and advocate whose work continues to make significant contributions to inclusive education, digital learning innovation, and the empowerment of learners with hearing impairments at both national and international levels.

  • Beatrice Bunyasi Awori, Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Jessina Muthee (PhD) is a senior lecturer in the School of Education at the Department of Early Childhood and Special Needs at Kenyatta University, Kenya.

  • Jessina Muthee, Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Beatrice Bunyasi Awori(PhD) is a Lecturer in the Department of Early Childhood & Special Needs Education at Kenyatta University, Nairobi, Kenya.

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Published

2026-03-02

Issue

Vol. 12 No. 2 (2026)

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Articles

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