Volume 17, Issue 1, August 2015, Pages 144–148
Lucy W. Muiruri1, Beatrice Bunyasi Awori2, and John Ng'asike3
1 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
2 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
3 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of the study was to determine the impact of classroom communication on academic performance of learners with hearing impairment. A case of Kambui School for the Deaf, Kiambu County-Kenya. The specific objective was to establish whether the classroom environment was supportive to effective classroom communication for learners with hearing impairment. The study was guided by the Holcomb's 1967 Total Communication Theory. It adopted descriptive case study design. The respondents were the head teacher, ten teachers and sixty learners, giving a total sample of 71 participants (n – 71). Data was corrected by the use of interviews, questionnaires and observations. A combination of content analysis and thematic approach was used to analyze qualitative data. Research findings indicated that, classroom environment was not supportive to effective classroom communication. To support improved academic outcomes of learners with hearing impairment, it is important that their direct experiences in the classroom is understood. The school had large class sizes which affected teacher learner interaction. It was noted that, there was inadequate teaching and learning materials. In order to improve academic performance accommodations such as small class sizes, spacious classroom, well ventilation, a good lighting and noise management need to be observed.
Author Keywords: Classroom, communication modes, learning, academic performance, environment.
Lucy W. Muiruri1, Beatrice Bunyasi Awori2, and John Ng'asike3
1 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
2 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
3 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The purpose of the study was to determine the impact of classroom communication on academic performance of learners with hearing impairment. A case of Kambui School for the Deaf, Kiambu County-Kenya. The specific objective was to establish whether the classroom environment was supportive to effective classroom communication for learners with hearing impairment. The study was guided by the Holcomb's 1967 Total Communication Theory. It adopted descriptive case study design. The respondents were the head teacher, ten teachers and sixty learners, giving a total sample of 71 participants (n – 71). Data was corrected by the use of interviews, questionnaires and observations. A combination of content analysis and thematic approach was used to analyze qualitative data. Research findings indicated that, classroom environment was not supportive to effective classroom communication. To support improved academic outcomes of learners with hearing impairment, it is important that their direct experiences in the classroom is understood. The school had large class sizes which affected teacher learner interaction. It was noted that, there was inadequate teaching and learning materials. In order to improve academic performance accommodations such as small class sizes, spacious classroom, well ventilation, a good lighting and noise management need to be observed.
Author Keywords: Classroom, communication modes, learning, academic performance, environment.
How to Cite this Article
Lucy W. Muiruri, Beatrice Bunyasi Awori, and John Ng'asike, “CLASSROOM ENVIRONMENT AND ITS SUPPORT TO EFFECTIVE CLASSROOM COMMUNICATION FOR DEAF LEARNERS,” International Journal of Innovation and Scientific Research, vol. 17, no. 1, pp. 144–148, August 2015.
