WELCOME TO KENTERPRO:
EFFECT OF DEMONSTRATION TEACHING METHOD ON ACADEMIC PERFORMANCE OF STUDENTS WITH HEARING IMPAIRMENT IN PLATEAU FOR THE DEAF, BASSA

 CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND TO THE STUDY

Children with hearing impairment is-nay have partial or full hearing loss on one or both cars. The characteristics exhibited by the students depend on the degree of hearing loss and the onset of that loss. The earlier the hearing loss manifests itself in a child, the more difficulty he or she will have in developing the spoken language. A hearing handicap or deafness involves not only the loss or impairment of hearing, but the loss or limitation of the ability to acquire language and speech naturally or spontaneously. Impaired or total lack of language has serious implications for the child’s development. It is worth noting that the characteristics of a child with mild hearing loss are in many ways more similar to a hearing child s than to a deaf child’s characteristics. It causes a number of other serious problems that are linked to the inability to receive or express messages and thoughts, (Arneh Daniel & Akus, 2017). According to Ameh and Dantani, (2012) because of its insidious and hidden nature, hearing loss can be devastating. It can be particularly traumatic because it is often mistaken for absent mindedness or senility. For most learners, having a hearing loss threatens their self-image and may manifest as feelings of inadequacy, being constraining to other people, being abnormal or handicapped.

   Children with hearing impairment differ from the “normal” ones in that they have a disability in hearing and talking. Arubaye (2019) refer to the hearing impairment as the deaf, describing the disability and the way through which hearing impairment children should learn. Arubayi (2019) states that the deaf have a restriction to communicate and this make them different from other people. That is, they do not have a gift of verbal communication shared by the normal people. He further propounds that the difference should determine the ways the students should be taught. This means that, similar methods cannot be used for both the hearing impaired and the normal children. They may he taught educational concepts using similar methods but care should be taken that they are applied to suit the needs of the learners. As such, demonstration method is a method that is suitable for most categories of learners.

Demonstration method refers to the type of teaching method in which the teacher is the principal actor while the learners watch with the intention to act later. There the teacher does whatever the learners are expected to do at the end of the lesson by showing them how to do it and explaining the step-by-step process to them (Daluba 2013). Erdem (2012) described it as a display or an exhibition usually done by the teacher while the students watch with keen interest. He further added that, it involves showing how something works or the steps involved in the process. Some of the advantages of this method as outlined by Ikitde and Edit (2013) include:  It saves time and facilitate material economy; the method is an attention inducer and a powerful motivator in lesson delivery; students receive feedback immediately through their own products it gives a real-life situation of course of study as students acquire skills in real-life situations using tools and materials; it help to motivate students when carried out by skilled teachers and it is good in showing the appropriate ways of doing things. 

Conventional lecture method is a common strategy teachers employ in the teaching. It is also referred to as talk and chalk or textbook method (Gatawa, 2000). In the course of employing the method, the teacher dominates the teaching with very little participation on the part of the learners. Here the teacher is seen as the repository of all knowledge while the students are passive recipients of knowledge transmitted by the teachers in the process of learning. The method has the advantage of covering a wider area within a short time but it is not student centered and students do not gain mastery of concepts. According to McKee Williamson & Ruebush, (2017), demonstration must be used in a manner that suits the needs of the hearing-impaired children. For correct use of the methods to be realized, teachers need to be knowledgeable about the special learning needs of the hearing-impaired children. Contrary to the view Mundi (2006) indicates that most teachers who are teaching the hearing-impaired children then have not acquired special education, neither do they know how to use sign language effectively in their teaching. This implies that, the use of teaching methods may not be effective as unknowledgeable teachers use them. Having critically examined these two methods of teaching, the question now is what is the comparative effect of demonstration and conventional lecture methods of teaching on the academic performance of students with hearing impairment in Plateau School for the Deaf, Jos.

1.2       STATEMENT OF THE PROBLEM

The persistent poor academic achievement of students with hearing impairment in special schools in Nigeria has been a major concern to researchers. However studies have reveal that the use of effective instructional method in teaching will enhance the academic performance of students with hearing impairment. This demands that teachers in special schools would adopt instructional methods that would improve the academic achievement of students with hearing impairment in special schools. To achieve this, various researchers have recommended that student centred instructional method be used in modern days teaching and learning process, Therefore, the need for the study to determine the effect of demonstration teaching method on academic performance of students with hearing impairment in Plateau school for the deaf, Bassa.

1.3       PURPOSE OF THE STUDY

The purpose of this study is to determine the effect of demonstration teaching method on academic performance of students with hearing impairment in Plateau for the deaf, Bassa. The study is guided by the following main objectives:

1. To determine if teachers in for the deaf are knowledgeable with demonstration method.
2. To ascertain if there is need for integration of demonstration method in Plateau State school for the deaf, Bassa, Jos
3. To find out whether there is adequate resources for teachers to use during demonstration method

1.4       RESEARCH QUESTION

The following research questions were formulated based oil the purpose of the study:

1. Are teachers knowledgeable about the use of demonstration method?
2. Is there need to use demonstration method in teaching pupils with hearing impairment?
3. Does school for the deaf, Bassa have adequate resources for teachers to use during teaching?

I .5       SIGNIFICANCE OF THE STUDY

The study is hoped to be of importance to the following stake holders researchers, teachers and students. 

It will help researchers involved in the educational process gain insights into demonstration teaching method and seek to improve it over time. It may encourage further research, which in turn, may lead to the enrichment of the field of teaching method in general.

It will help teachers to better understand the issue and integrate demonstration teaching method into their classroom routine.

The students would benefit from the outcome of the study in the sense that it will help in encouraging self-effort in learning among students, as this will make them sort solution themselves.

1.6       SCOPE OF THE STUDY

There are many special schools in Plateau State, but this study was conducted in only Plateau School for the Deaf, Bassa in the area with reference to pupils with hearing impairment only.

1.7       OPERATIONAL DEFINITION OF TERMS

Demonstration teaching method: This is a type of teaching method that involves a display or an exhibition of usually done by the teacher while the students watch with keen interest.

Academic performance: Academic performance refers to the level at which a student with hearing impairment has managed to reach his educational goals.

Effect: Implications or challenges associated with a particular problem.

Students: A person who is taught by another, especially a in relation to a teacher at the secondary school level.

Hearing Impairment: Hearing impairment is any loss of sound sensitivity: Partial or total because of sorne defection in the auditory system.

 1.8       THEORETICAL FRAMEWORK

There are various theories that substantiate the efficacy of demonstration teaching method but the researcher seeks to utilize the cognitive load theory.

Cognitive load theory was propounded by John Sweller in 1988. The theory suggests that learning happens best under conditions that are aligned with human cognitive architecture. The structure of human cognitive architecture, while not known precisely is discernible through the results of experimental research. Sweller built a theory that threats schemas, or combinations of structures that make up an individual’s knowledge base. Schemas are acquired over a lifetime of learning, and may have other schemas contained within themselves.

The theory explained that learning requires a change in the schematic structures of long term memory and is demonstrated by performance that progress from Clumsy, error- prove, slow and difficult to smooth and effortless. The change in performance occurs because as the learner becomes increasingly familiar with the materials, the cognitive characteristics associated with the material are altered so that it can be handled more efficiently by working memory. From an instructional perspective, information contained in instructional material must first be processed by working memory. For schema acquisition to occur, instruction should be designed to reduce working memory load. Cognitive load theory is concerned with techniques for reducing working memory in other to facilitate the changes in long term memory associated with schema acquisition. Sweller s cognitive load theory is best applied in the area of instructional design of cognitively complex or technically challenging materials. His concentration is on the reasons that people have difficulty learning materials of this nature. Cognitive load theory has many implications in the design of learning materials which must, if they are to be effective, keep cognitive load of learners at a minimum during the learning process.