Evaluating Instructional Package for Teaching Mathematics for the Hearing-impaired Students

Abstract

This study evaluated a package for teaching algebra with sign language video to students with hearing difficulties within Oyo State, Nigeria. Seventy-four participants, comprising 37 males and 37 females, were involved in the pre-test-post-test design to assess the effectiveness of such a package. At the Federal College of Education (Special), Oyo, the reliability test returned an alpha value of 0.812 and 0.670, in which items used had very strong internal consistency among 26 hearing-impaired Economics students. The collection of data was done in three different stages: initial collation of resources, conducting a pre-test, and subsequently after six weeks, a post-test evaluation. The results show that the package strongly improved students' performances, with females doing better than males, as was confirmed by a statistically significant p-value (<0.05). It becomes obvious that the video package efficiently enriches comprehension in algebra and thus supports individual learning among students to help them be able to solve problems on their own. The findings suggest the special role that visual aids can play in the education of students with special needs. The results further suggest that video packages can be considered surrogate teachers that inculcate positive attitudes toward learning among hearing-impaired students. As an instructional strategy, this should, when implemented, lead to improved students' profile performance and a better understanding of mathematical concepts among Nigerian Colleges of Education.