THE INTERPLAY BETWEEN THE USE OF COMPUTER-ASSISTED INSTRUCTION AND LEARNING OF NUMERACY SKILLS AMONG LEARNERS WITH HI IN SELECTED PRIMARY SCHOOLS IN KENYA

Autores/as

  • 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.v12i3.6677

Palabras clave:

learners with hearing impairment, computer-assisted instruction, mathematics, numeracy skills

Resumo

The purpose of this study was to establish the interplay between the use of computer-assisted instruction and the learning of numeracy skills among learners with HI in selected primary schools in the four selected 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. To determine the relationship between variables, inferential statistics, namely the Pearson correlation, were used. The relationship between variables was predicted using multiple linear regressions. Finally, 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 respondents believed that augmentative devices help hearing-impaired students understand others and communicate better themselves. Augmentative devices, such as hearing aids, cochlear implants, FM systems, and communication apps, are specifically designed to enhance auditory input and facilitate communication for individuals with hearing loss. The study concluded that there was a statistically significant positive correlation between computer-assisted instruction on academic performance among learners with HI (r=0.631, p<0.05). The study recommended that primary schools in Kenya enhance their utilization of CAI tools and resources. Schools should invest in accessible and adaptable CAI platforms that cater to the specific needs of learners with hearing impairments. Additionally, educators should receive comprehensive training in integrating CAI effectively into their teaching practices, ensuring that all students have equitable access to these instructional resources.

Biografías do autor/a

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

    Pwokah Nekoye Evelyne is a highly experienced Special Needs Educator with a strong commitment to Inclusive Learning. She has worked at Kaimosi Friends University as a lecturer for Special Needs Education, St. Anthony School for the Deaf, Eldoret School for the Hearing Impaired, Deputy Principal Michael Wamalwa School for the Hearing Impaired, and Kitale as the Principal. Award-winning educator and nationally celebrated Arts specialist, renowned for excellence in choreography, both cultural and western styles, script writing, and theatrical direction. A distinguished adjudicator at National, Regional and County levels, with a proven track record of mentoring diverse learners, including students with special needs, to consecutive national victories, this blending of innovation in dance, music, elocution, drama and script writing to produce championships. A trainer of trainers and a Champion of Competency Based Curriculum (CBC) and assessments in Kenya, as well as a seasoned facilitator at national, regional, and county levels, as well as a sign language interpreter, driving inclusive, transformative learning. Ms Pwokah has also contributed to Alternative Learning Environments, such as the Kenya Institute of Curriculum Development, as a panellist, adapted learning and teaching materials for students with SNE, focusing on digital content development. Provided mentorship to new teachers and led professional development initiatives on Inclusive education and curriculum development. She has been recognized for her leadership and advocacy in implementing inclusive classroom practices nationally. She holds a master's degree in special needs education, specialising in Hearing Impaired and Inclusive education from Kenyatta University, Kenya, and a Bachelor's degree in SNE from Kenyatta University. With a series of skills, such as bilingual proficiency in English, Kiswahili, mother tongue and Kenyan sign language. In recognition of her expertise, Westhaven Elementary, Portsmouth Public District School, Virginia, appointed her as a partner teacher for the 2025 - 2026 academic year. Her research: Perceptions of learners and Learner-teacher processes and their academic performance. Computer-assisted instruction on promoting numeracy skills among learners with hearing impairments in Kenya.

  • Beatrice Bunyasi Awori, 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.

  • Jessina Muthee, 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.

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Publicada

2026-04-23

Número

Vol. 12 Núm. 3 (2026)

Sección

Articles

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