Abstract
The study was designed to find out the effect of Total communication (T.C) on
the academic achievement of pupils with hearing impairment. It is a nonequivalent
pre-test-post-test quasi-experimental design with treatment and
control group. The population of the study consists of 33 pupils from the two
primary schools for the deaf in Enugu State. A researcher made test known as
Achievement Test on English Language (ATEL) was used to generate data for
the study. Three research questions and three hypotheses were formulated to
guide the study. Mean and standard deviation were used to analyze the data
collected from the study while Analysis of Covariance (ANCOVA) was used to
test the hypotheses at 0.05 level of significance. The findings showed that
pupils with hearing impairment exposed to T.C performed better than the
control group. Children exposed to total communication had a mean pre-test
achievement score of 31.33 and mean post test score of 64 as against children in
the control group that had mean pre-test achievement score of 25.83 and
posttest achievement score of 48.33. As for gender, the males exposed to T.C
had a pre-test mean achievement score of 20.0 and posttest mean achievement
scores of 56.88 as against male in control group that had a pretest mean
achievement scores of 30.90 but a posttest achievement score of 49.09.
Similarly, the female in the treatment group had a mean pretest achievement
scores of 45.0 and posttest mean achievement score of 72.14 as against female
in control group that had a pre -test achievement score of 18.57 and posttest
achievement score of 47.14. The, result of interaction effect of gender and T.C
showed that male had a mean achievement sore of 7.79 while female had a
mean achievement scores of 25,which implies that female interacts more than
males using T.C. Test of hypotheses showed no significant difference between
the mean achievement score of the treatment and control group. Similarly,
gender has no significant influence on the academic achievement of pupils with
hearing impairment. The study also found no significant interaction effect of
gender on the use of total communication.
These findings have implications drawn for the teachers of children with
hearing impairment, curriculum planners, parent of children with hearing
impairment and policy makers on the importance of using T.C in teaching
children with hearing impairment. Based on these implications the following
recommendations among others were made: training institution for teachers
should try to incorporate T.C as a unit of study in their curriculum if teachers
are to be equipped with the skills of using this T.C in teaching. There should
also be an in-service training for teachers who are already in the field to enable
them update their knowledge in the use of T.C, the children with hearing
impairment should be exposed to the use of T.C whether male or female.
| Review project details | Comments |
|---|---|
| Number of Pages | 124 pages |
| Chapter one (1) | Yes Introduction |
| Chapter two (2) | Yes Literature review |
| Chapter three (3) | Yes methodology |
| Chapter four (4) | Yes Data analysis |
| Chapter five (5) | Yes Summary,discussion & recommendations |
| Reference | Yes Reference |
| Questionnaire | Yes Questionnaire |
| Appendix | yes Appendix |
| Chapter summary | yes 1 to 5 chapters |
| Available document | PDF and MS-word format |
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