Perceptions of Secondary School Students with Hearing Impairment towards Integrating ICT in Enhancing Story Grammar Achievement in Selected Counties, Kenya

Abstract

The study investigated the perceptions of secondary school students with hearing impairments on the integration of ICT to improve story grammar achievement in selected Kenyan Counties using a combination of descriptive survey design and quasi-experimental study design. TPACK, or Technological Pedagogical Content Knowledge, theory served as the foundation for this investigation. Two secondary school for students with HI were purposively selected from the two Counties. The sample size consisted of all students (40), two teachers teaching English, and the principals of the two schools that were sampled. Students Story Grammar Achievement Tests (SSGAT) were given to students as a pre- and post-test. Additionally, while principals participated in an open-ended interview, questionnaires were utilised to collect additional data from students and teachers teaching English. The results of the study showed that nearly all (89.0%) students with hearing impairments believed that integrating ICT boosted their story grammar achievement. This study may draw the conclusion that secondary school students with hearing impairments in the selected Counties view ICT integration favourably as a means of improving their achievement in story grammar. The researcher recommends for creation of digital versions of story grammar tools for students with hearing impairments.