MASTERY OF KENYAN SIGN LANGUAGE AND ACADEMIC PERFORMANCE OF PUPILS WITH HEARING IMPAIRMENT IN PUBLIC PRIMARY SCHOOLS IN WESTERN REGION, KENYA

Abstract

The government of Kenya recognizes the importance of special needs education as a crucial sector for accelerating the attainment of Education for all (EFA) and the Sustainable Development Goals (SDGs). The purpose of this study was to establish the relationship between teachers and learners mastery of Kenyan Sign Language and academic performance of pupils with hearing impairment in public primary schools in western Kenya. Study objectives were establish the relationship between pupils’ interpretation of Kenyan sign Language on academic performance, to establish the relationship between pupils’ literacy in Kenyan sign language on academic performance, and to establish the challenges faced by pupils with HI and teachers in the learning and teaching process of KSL. The study was guided by Bandura’s Social Learning Theory. The study employed the ex post facto research design to collect qualitative and quantitative data. Using purposive sampling technique, 12 head teachers, 93 teachers and 108 pupils with hearing impairment were selected, forming a sample size of 213 respondents. Research instruments used were questionnaire and interview schedule. Piloting of the questionnaire was done in a public special primary school for pupils with hearing impairment in the neighbouring Trans Nzoa County. The collected data was analysed by use of descriptive statistics of frequencies, percentages, means, standard deviation and inferential statistics of chi-square using the statistical package for social sciences [SPSS] program version 20.00. Qualitative data was analysed by describing the emerging themes in relation to the study objectives. The study established that there was significant relationship between pupils’ interpretation of KSL, literacy in KSL and challenges in using KSL and academic performance, all at p<0.05. Therefore, null hypothesis was rejected and it was concluded that mastery of KSL significantly influences academic performance. The study concluded that the utilization of Kenya sign language interpretation by learners with hearing impairment has an impact on their academic achievement. Pupils Literacy in KSL influenced their Academic Performance. Further the study concluded that pupils with hearing Impairment face challenges in regard to mastery of KSL hence affecting their academic performance. Among other recommendations, the government is advised to establish a comprehensive training for the teachers of the learners with HI in order to increase their numbers. In-service training should also be encouraged so as to help normal teachers employed in special schools for learners with HI or units to teach well and professionally. Further, the government together with school administrations should enhance awareness campaigns for the purpose of changing the social stereotypes and negative culture of the hearing community on matters of Deaf Education in general. This could include having awareness seminars or public speeches.