THE EFFICACY OF THE DESIGNED INTERVENTION LEARNING MATERIALS FOR IMPROVING ENGLISH LANGUAGE COMPREHENSION ABILITY TO STUDENTS WITH HEARING IMPAIRMENT IN SELECTED TANZANIA INCLUSIVE SECONDARY SCHOOLS
DOI:
https://doi.org/10.46827/ejse.v9i3.4942Keywords:
hearing impairment, language comprehension, inclusive classroomAbstract
This study embarked on intervention research to establish the efficacy of the developed intervention learning materials in improving language comprehension ability among students with hearing impairment in inclusive classrooms in secondary schools in Tanzania. The study adopted a developmental design using pre-test, post-test quasi-experimental mixed approach in which the experimental group was subjected for intervention using designed intervention materials while the control group used a traditional approach in learning comprehension. The study employed questionnaires, interviews and documentary review as methods of data collection. The quantitative evaluation employed paired sample t-test and independent t-test to compare scores within the group and between the experimental and control groups. The qualitative evaluation used a phenomenographic approach. The findings revealed that the post-test mean scores of the students in the experimental group improved significantly in comparison with the control group.
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