COMPUTER ASSISTED LEARNING ON LANGUAGE WRITING SKILLS AMONG LEARNERS WITH HEARING IMPAIRMENTS IN KIAMBU COUNTY, KENYA

Authors

  • Veronicah Wambui Wangui Masters’ Student, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
  • Francis Muriithi Dr., Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
  • Mathew Karia Dr., Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejse.v9i3.5068

Keywords:

computer assisted learning, language writing skills, learners with hearing impairments

Abstract

The paper presents some of the key findings of a study that explored computer assisted learning on language writing skills among learners with hearing impairments in Kiambu County, Kenya. The study adopted a quasi-experimental research design consisting of 19 respondents who were learners with hearing impairments. These were from two learners were purposively sampled. The study adopted the cognitive theory of multimedia learning by Mayer. Data was collected using pre-test and post-test and a computer application ‘English Grammar Test’. The research data was analyzed using SPSS version 22 and primary data analyzed per objective. The findings on computer assisted learning on language writing skills among learners with hearing impairments were reported. The study findings showed that the learners’ language writing skills improved greatly at the posttest affirming the effectiveness of computer assisted learning.

 

Article visualizations:

Hit counter

Author Biographies

  • Veronicah Wambui Wangui, Masters’ Student, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

    Wangui, Veronicah Wambui is a master’s student in the Department of Early Childhood & Special Needs Education at Kenyatta University, Kenya. She is specialized in hearing impairments. Research interests are in hearing impairments, assistive technology, and inclusive education.

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

    Muriithi, Francis Muriuki (PhD) is a Lecturer in the Department of Early Childhood & Special Needs Education (Audiology), Kenyatta University (Nairobi-Kenya). He teaches in the area of hearing impairments.

  • Mathew Karia, Dr., Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

    Karia, Mathew Kinyua (PhD) is a Lecturer in the Department of Early Childhood & Special Needs Education (Speech & Language Pathology Program), Kenyatta University (Nairobi-Kenya). He teaches in the area of Speech and Language Pathology.

References

Abhijit, B. V., Shawn, C., Esther, D., & Leigh, L. (2005). Remedying education: Evidence from two randomized experiments. The Quarterly Journal of Economics 122(3), Retrived from https://www.jstor.org/stable/25098872

Adejumo, G., & Abioye, O. T. O. & Tar, M. (2016). Adoption of computer assisted language learning software. Retrieved from https://pdfs.semanticscholar.org/a69a/0ea38f46abbf361e0770c53443de56827a5a.pdf.

Adoyo, P. O. (2019). Implementation status of inclusive education practices in regular primary schools in Siaya County, Kenya. Retrieved from https://repository.maseno.ac.ke/bitstream/handle/123456789/2773/PCF9_Papers_paper_254.pdf?sequence=2&isAllowed=y

Alghammas, Abdurrazzag (2020). The Weaknesses of English Writing Skills among Undergraduate Saudi Students Majoring in English at Qassim University: A Perspective of English Faculty (June 7, 2020). Available at SSRN: https://ssrn.com/abstract=3621267 or http://dx.doi.org/10.2139/ssrn.3621267

Ching, T. Y., Dillon, H., Leigh, G., & Cupples, L. (2018). Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: Summary of 5-year findings and implications. International Journal of Audiology, 57(sup2), S105-S111.

Cupples, L., Ching, T. Y., Button, L., Leigh, G., Marnane, V., Whitfield, J., ... & Martin, L. (2018). Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age. International Journal of Audiology, 57(sup2), S93-S104.

Dostal, H. M., & Wolbers, K. A. (2016). Examining student writing proficiencies across genres: Results of an intervention study. Deafness & Education International, 18(3), 159-169.

Haseski, H. I. (2020). Cyber Security Skills of Pre-Service Teachers as a Factor in Computer-Assisted Education. International Journal of Research in Education and Science, 6(3), 484-500.

Jarata, J. R. B. (2015). Use of Computer Aided Instruction in Enhancing English Grammar Performance of College Students.

Kleinman, S. B., Leidman, M. B., & Longcore, A. J. (2018). The changing landscape of grading systems in US higher education. Perspectives: Policy and Practice in Higher Education, 22(1), 26-33.

MoE. 2020. Sessional Paper No. 1 (2020) on A Policy Framework for Education Training and Research. Nairobi: Government Printer.

Şeker, R., & Kartal, T. (2017). The effect of computer-assisted instruction on students’ achievement in science education. Turkish Journal of Education, 6(1), 17-29.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2016). UNESCO strategy for technical and vocational education and training (TVET)(2016-2021).

Wengelin, Å., & Arfé, B. (2017). The complementary relationships between reading and writing in children with and without writing difficulties. In Writing development in struggling learners (pp. 29-50). Brill.

White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods. Methodological briefs: impact evaluation, 8(2014), 1-16.

Downloads

Published

2023-10-13

Issue

Vol. 9 No. 3 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).