Hearing impairment limits individual in acquiring skills to become active and independent learners. It is therefore important to use adapted media in teaching people with hearing impairment skills to access and use information. These media are lacking in schools that provide integration services to learners with hearing impairment and this adversely affects the acquisition of lifelong skills like library use skills by the learners. There is also a dearth of research on library services to persons with hearing impairment in Nigeria. Against this background, this study investigated the effects of Captioned Video and Direct Instructional strategies on achievement of secondary school students with hearing impairment in library use instruction.
The study adopted the pretest-posttest, control group quasi-experimental research design with a 3x2 factorial matrix. It involved a total of 39 Senior Secondary School II students with hearing impairment in three randomly selected schools in Oyo State. Using the intact class method, the schools were randomly assigned to experimental group I, II and the control. While experimental groups I and II were exposed to Captioned Video Instruction and Direct Instruction on library use respectively, the control group was given instruction on various professions they could take up after graduation. Treatment for the groups took seven weeks after the pre-test. Two instruments were used for the study: Library Use Instruction Test (r=0.91) and Library Practical Use Checklist (r=0.80). Library Use Instruction Test measured the intellectual achievement of participants while Library Practical Use Checklist measured their practical achievement. Nine hypotheses were tested at 0.05 level of significance. Data collected were analysed using t-test and Analysis of Covariance.
There was a significant difference in the achievement of the experimental and control groups (F (2, 36) =10.26; p<0.05). The Captioned Video Instruction group had the highest posttest mean score (x= 24.50) followed by the Direct Instruction group (x=23.09) while the Control group had the least posttest mean score (x=17.45). Treatment had significant effect on the achievement of participants in practical skill test (F (2, 32), 6.48, p<0.05), but not on their performance in intellectual achievement test. There was no significant interaction effect of instructional strategies and gender on the achievement of participants. There were no significant differences in
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Acknowledgements
- Certification
- Chapter One: Introduction
- Background to the Study
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Hypotheses
- Scope of the Study
- Significance of the Study
- Operational Definition of Terms
- Assumptions of the Study
- Limitations of the Study
- Chapter Two: Literature Review
- Concept of Hearing Impairment
- Causes of Hearing Impairment
- Effects of Hearing Impairment on Learning
- Education of Persons with Hearing Impairment
- Library Services for Persons with Hearing Impairment
- Library Use Instruction
- Instructional Strategies
- Captioned Video Instruction
- Direct Instruction
- Empirical Studies on Effects of Instructional Strategies on Library Use Instruction
- Chapter Three: Research Methodology
- Research Design
- Population of the Study
- Sample and Sampling Technique
- Instruments for Data Collection
- Validity and Reliability of the Instruments
- Procedure for Data Collection
- Method of Data Analysis
- Chapter Four: Presentation and Analysis of Data
- Chapter Five: Discussion, Conclusion and Recommendations
- Discussion
- Conclusion
- Recommendations
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The study aims to investigate the effectiveness of two instructional strategies, Captioned Video Instruction and Direct Instruction, in enhancing the library use skills of secondary school students with hearing impairment in Oyo State, Nigeria. The study seeks to determine if these strategies significantly impact the students' achievement in both intellectual and practical aspects of library use instruction.
- Impact of instructional strategies on library use skills of students with hearing impairment
- Comparison of the effectiveness of Captioned Video Instruction and Direct Instruction
- Assessment of the influence of these strategies on both intellectual and practical skills in library use
- Exploration of the role of gender in relation to the effectiveness of instructional strategies
- Identification of the best instructional strategy for teaching library use skills to students with hearing impairment
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter One: Introduction provides the background to the study, outlining the challenges faced by students with hearing impairment in acquiring library use skills due to a lack of adapted media and research on library services for this population in Nigeria. It also defines the research problem, purpose, questions, hypotheses, scope, significance, key terms, and limitations of the study.
Chapter Two: Literature Review explores the concepts of hearing impairment, its causes and effects on learning, and the educational approaches for students with hearing impairment. It also delves into the topic of library services for persons with hearing impairment, library use instruction, and various instructional strategies, including Captioned Video Instruction and Direct Instruction. Additionally, it examines existing empirical studies on the impact of instructional strategies on library use instruction.
Chapter Three: Research Methodology details the research design employed, the population and sample selection, the instruments used for data collection, the validity and reliability of the instruments, the data collection procedure, and the methods used for data analysis.
Chapter Four: Presentation and Analysis of Data presents the results of the study and analyzes the data collected using appropriate statistical methods.
Schlüsselwörter (Keywords)
The primary keywords and focus topics of this study are: Captioned video instruction, Direct instruction, Library use instruction, Hearing impairment, Secondary school students. This research investigates the impact of two instructional strategies on the library use skills of students with hearing impairment, highlighting the importance of accessible learning materials and effective teaching methods for this population.
- Citation du texte
- Rotimi Egunjobi (Auteur), 2011, Effects of two instructional strategies on achievement in library use instruction among secondary school students with hearing impairment in Oyo State, Nigeria, Munich, GRIN Verlag, https://www.grin.com/document/280726
