| dc.description.abstract | The hearing impaired (HI) students often encounter communication problems in classroom. Yet
some specific media can facilitate and enhance their learning. This study reports on the
development of hypermedia educational instruction that supports HI student’s achievement in
Geomorphology. The objectives were; find out the achievement of students exposed to hypermedia
lesson in Geomorphology, gender disparity, determined changes on the role of both students and
teacher.The study was informed by multiple intelligence and cognitive theory of multimedia
learning regarding individual differences and strength of the brain to store well and recall images
as opposed to text. The study assumed a pragmatic research paradigm adopting mixed methods
using quasi experimental approach involving Solomon four nonequivalent control group design.
Simple random sampling procedure was used to obtain four schools, two for experiment and two
for control group. Data collection instruments were pre-test, post-test and questionnaire. Data
were analyzed using descriptive and inferential statistics. The results revealed that use of
hypermedia for teaching HI resulted in higher achievement, girls improved more than boys, there
are changes in role; students from passive to active, teachers from dispenser of knowledge to
facilitator. Hypermedia allows interaction and self-learning. These findings may create awareness
and need for integrating hypermedia in pedagogy for improved performance, thus helping learners
to focus attention that promotes teachers’ instructional technique. The following recommendations
were made; review of curriculum and digitize HI content, improve ICT infrastructure and facilities. | en_US |
