EFFECTS OF CLASSROOM COMMUNICATION ON ACADEMIC PERFORMANCE OF STUDENTS WITH HEARING IMPAIRMENT IN THE SELECTED SECONDARY SCHOOLS OF SHIRE HIGHLANDS EDUCATION DIVISION

Abstract

This study investigated the effects of classroom communication on academic performance of students with hearing impairment in selected secondary schools of Shire Highlands Education Division. It was guided by the following main research question: How does classroom communication affect the academic performance of students with hearing impairment in some selected mainstream Secondary Schools of Shire Highlands Education Division? The study included mainstream teachers, Head teachers, Heads of Department as well as Specialist Teachers Purposive sampling procedure was used to select the Heads of Department, Head teachers, mainstream teachers and Specialist teachers and the learners with hearing impairment. Three instruments namely, questionnaires, interview guides and observational checklists were used to collect data. Thematic analysis was used to analyses qualitative data. Through the findings of this study the possible factors that contributed to the poor academic performance by learners with HI have been clear. Teachers preferred using Total Communication and Signed Exact English while on the other hand learners with HI preferred using MSL and Finger Spelling. It was also observed that, majority of teachers lacked the knowledge and skills of Malawi Sign Language. Therefore, they could not effectively assist these learners to boost their academic performance. This study concluded that, classroom communication was a major cause towards low academic performance of students with hearing impairment. It is apparent from the study findings that classroom communication mode is very crucial and much more so to students with HI.