AN ANALYTICAL STUDY OF ENGLISH LANGUAGE PERFORMANCE OF SECONDARY SCHOOL STUDENTS WITH HEARING IMPAIRMENT

CHAPTER ONE

INTRODUCTION

Background of the study

Education is an intrinsic and essential right of every person, basic for personal development and the achievement of other rights. However, children with hearing impairments may have significant challenges in accessing education, particularly in subjects that largely depend on language competence, such as English. Competence in understanding and effective communication in the English language is crucial for attaining scholastic success and improving future prospects in a more linked global society (Agyire, Cobbina, & Seyram, 2017). Therefore, it is essential to analyse the English language skills of secondary school students with hearing impairments. The educational environment for children with hearing impairments has seen a significant alteration in recent decades. The current shift has been marked by an increased emphasis on inclusive methodologies and the use of customised educational interventions (Akellot and Bangirana, 2019). However, despite these accomplishments, several ongoing challenges remain, particularly in the area of language learning and the enhancement of communication abilities, particularly in relation to English language proficiency. The major aim of this research is to examine the level of English language competence among secondary school students with hearing impairments. The research will broadly focus on the domains of essay writing, verbal communication, composition, and reading comprehension (Alvi, 2016). Hearing impairment, of varying degrees of severity, greatly affects individuals' audio perception, speech development, and language acquisition abilities. Indeed, in the field of education, it may significantly affect students' ability to engage in both spoken and writing communication, therefore affecting their academic progress. Notwithstanding the progress made in assistive technology and teaching methods to support students with hearing impairments, it remains essential to assess their proficiency in several areas of English language skills (Alvi, 2016).The development and assessment of English language proficiency include essential components such as composing essays, communicating orally, composing written work, and comprehending written texts. These categories not only function as measures of students' language competence but also include their ability for critical analysis, creativity, and overall academic achievement. However, the current study on the English language skills of secondary school students with hearing impairments in these specific domains is limited (Creswell, 2015). In the domain of language development and communication, the existence of hearing impairment poses unique challenges since it hinders the ability to effectively perceive and produce auditory inputs. Adequate mastery of the English language is crucial for attaining academic success, assimilation into society, and ensuring future employment opportunities. A substantial body of study exists on the development of language in individuals with hearing impairments. Nevertheless, there is a conspicuous dearth of study on certain domains such as expository writing, verbal communication, composition, and reading comprehension in secondary school (Eeuwijk and Angelrm, 2017). A thorough understanding of the many factors that influence performance in these areas is crucial for developing accurate therapies and educational strategies that may effectively help children with hearing impairments. The inadequate academic performance seen in secondary school children with hearing impairment may be attributed to the challenges they have in the areas of Essay, Oral, Composition, and Comprehension. Multiple studies have shown that in the absence of language as a test criterion or the presence of multiple disabilities, there is no statistically significant disparity in intellect between secondary school pupils with hearing impairments and their hearing counterparts. Nevertheless, these pupils sometimes exhibit worse performance compared to their hearing counterparts in assessment examinations (Eeuwijk and Angelrm, 2017). The challenges encountered by secondary school pupils with hearing impairment stem from a confluence of both direct and indirect factors. According to Marschark et al. (2015), the below-average academic achievement of secondary school students with hearing impairments may be ascribed to a complex array of factors including the children themselves, their families, and various educational institutions. According to the WAEC results from 2020 to 2023, the academic achievement of secondary school students with hearing impairment in the subjects of Essay, Oral, Composition, and Comprehension indicated below average performance. According to Kuhn (2015), the process of learning is further facilitated when both the auditory and visual senses are actively involved. However, if either of these senses is impaired, the learning process is impeded. This terrible consequence is experienced by students with hearing impairment in the scientific classroom. The present methods of communication are inadequate for enabling thorough learning and understanding of basic scientific concepts.The existing literature has investigated several aspects of language learning and academic achievement in teenagers with hearing impairments. Extant research indicates that individuals in question often struggle with language comprehension, vocabulary development, grammar usage, and expressive language skills. Furthermore, language outcomes are significantly impacted by two factors: early intervention, communication mode (such as sign language or oral communication), assistive technology, and educational support systems (Irene and Albine, 2018). Yet, there is a dearth of academic research that specifically examines the assessment of English language competence in secondary school settings, especially with regard to complex language tasks such as essay writing, oral presentation, composition, and reading comprehension. Moreover, a study on the English language skills of secondary school students with hearing impairments might provide a substantial contribution to broader discussions on inclusive education and the advancement of equitable access to educational opportunities. The objective of the research undertaken by Irene and Albine (2018) is to improve understanding of the linguistic and educational needs of children who have hearing impairments. Through this approach, it aims to promote the implementation of comprehensive policies and procedures that support their academic success and seamless integration into society. Therefore, the researcher sought to look into the analytical study of English language performance of secondary school students with hearing impairment.

1.2 Statement of the problem

A high level of competence in English language communication is crucial for the intellectual, social, and vocational development of secondary school pupils who have hearing impairments. Notwithstanding significant advancements in inclusive education approaches, there is a noticeable deficiency in understanding the intricate factors that influence English language competence, particularly in spoken communication, among this particular population (Irene and Albine, 2018). Linguistic barriers and communication challenges specific to the English language provide a substantial barrier for secondary school pupils with hearing impairment. The unique obstacles encountered by students with hearing impairment in spoken English arise from its auditory composition, including problems pertaining to the perception, pronunciation, intonation, and comprehension of speech. A thorough understanding of the specific attributes of these language barriers is essential for the development of effective intervention strategies (Michell and Manzo, 2018). The English language acquisition outcomes of children with hearing impairment are greatly impacted by the meticulous choice and successful implementation of appropriate pedagogical strategies and instructional methods. An evaluation of instructional methods, such as visual aids, multimedia resources, direct teaching, cooperative learning, and differentiated instruction, is essential to determine their effectiveness in enhancing oral communication skills in the English language. Furthermore, it is crucial to examine the suitability of these instructional approaches with the diverse learning needs and preferences of children with hearing impairment to facilitate substantial language development (Michell and Manzo, 2018). Despite the increasing focus on inclusive education, secondary school students with hearing impairment generally struggle to achieve proficiency in English language arts, especially in the area of reading comprehension. The matter under consideration is the understanding of the factors that significantly impact participants' competence in the English language, particularly in the area of reading comprehension tasks. To address this problem systematically, it is crucial to do a comprehensive analysis and identify the main factors that influence the reading comprehension skills of secondary school students with hearing impairment in the English language (Michell and Manzo, 2018). The mastery of advanced English language skills, particularly in the area of essay writing, is crucial for attaining academic brilliance and enabling effective communication in many aspects of life. However, secondary school students with hearing impairment have specific challenges in acquiring and the application of these skills due to their sensory impairment. A comprehensive understanding of the many factors that influence the English language competence of these pupils is crucial when considering essay writing. A comprehensive grasp of this concept is crucial for developing tailored treatments and support systems that may successfully enhance their academic achievement and overall well-being. Moreover, the English language is of utmost importance as a medium of communication and a key factor in achieving academic excellence on a global level, serving as a route to educational and professional opportunities. 

However, secondary school pupils with hearing impairments have specific challenges in developing competence in English writing, underscoring the need for more investigation (Migeba, 2015). Despite the advancements in inclusive education and the provision of suitable accommodations, the English language competence of students with hearing impairments in composition remains a matter of great concern. Hence, the major aim of this research is to give a thorough knowledge of the numerous intricate factors that affect the English language competence of secondary school students with hearing impairments in the area of writing. Hearing-impaired students sometimes have difficulties in effectively recognising and processing spoken language. These challenges may impede their capacity to understand and articulate themselves in English writing. Moreover, pupils with hearing impairments may have challenges in phonological awareness, therefore affecting their capacity to do precise word decoding and encoding. Hence, their ability to compose is likely to be impacted. Lack of adequate allocation of specialist resources, such a The English language proficiency of students with hearing impairments is significantly impacted by the competence of teachers in meeting their unique learning needs. The absence of sufficient training or comprehension among teachers has the capacity to exacerbate the challenges faced by these children. Fundamentally, the English writing abilities of secondary school students with hearing impairments are influenced by many interrelated factors such as linguistic, pedagogical, socio-cultural, technological, individual, and assessment aspects (Migeba, 2015). To effectively tackle these elements, it is important to look into the analytical Study of English language performance of secondary School students with Hearing Impairment.

1.3 Objective of the study

The broad objective of the study is to look into the analytical study of English language performance of secondary School students with Hearing Impairment. The specific objectives is as follows

Examine the relationship between hearing disability and students with hearing impairment performance in english reading comprehension.

Find out the relationship between hearing disability and students with hearing impairment performance in composition.

Assess the  relationship between hearing disability and students with hearing impairment performance in oral communicaion.

Determine the  relationship between hearing disability and students with hearing impairment performance in essay writing.

1.4 Research Questions

The following questions have been prepared to guide the study

Are there some relationship between hearing disability and students with hearing impairment performance in english reading comprehension?

Are there some relationship between hearing disability and students with hearing impairment performance in composition?

Are there some relationship between hearing disability and students with hearing impairment performance in oral communicaion?

Are there some relationship between hearing disability and students with hearing impairment performance in essay writing?

1.5 Significance of the study

The findings of the study will be significant to the following

Policymakers: Findings from this research can inform policy decisions related to curriculum development, teacher training, and resource allocation for students with disabilities. Policy-makers can use the insights gained to advocate for policies that promote linguistic inclusivity and provide adequate support for students with hearing impairments in their language learning journey.

Academia: the study will be beneficial to the academic community as it will contribute to the existing literature, add to library resources and serve as a guide to future researchers

1.6 Scope of the study

Generally, the study looked into analytical study of english language performance of secondary School students with Hearing Impairment. Hence, the study will examine the relationship between hearing disability and students with hearing impairment performance in english reading comprehension, find out the relationship between hearing disability and students with hearing impairment performance in composition, assess the  relationship between hearing disability and students with hearing impairment performance in oral communicaion and determine the  relationship between hearing disability and students with hearing impairment performance in essay writing.

Geographicaly, the study will be delimited to Methodist grammar school Bodija, Ibadan, Oyo State.

1.7 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are: 

Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.

Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.

Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study

1.8 Definition of terms

Analytical Study: A systematic investigation or examination aimed at understanding and explaining a particular subject or phenomenon by breaking it down into its constituent parts, analyzing its components, and drawing conclusions based on collected data and evidence.

English Language Performance: The proficiency, competency, and effectiveness demonstrated by individuals in understanding, speaking, reading, and writing the English language. This encompasses skills such as grammar, vocabulary, comprehension, fluency, and communication.

Secondary School Students: Individuals typically aged between 12 to 18 years old, enrolled in educational institutions providing secondary education, which often includes grades or levels beyond primary or elementary education but before higher education.

Hearing Impairment: A condition characterized by partial or complete loss of the ability to hear sounds. This impairment may vary in severity and can be congenital or acquired, affecting an individual's auditory perception and communication abilities to varying degrees.

Language Acquisition: The process through which individuals acquire and develop proficiency in a language, encompassing both first language acquisition (native language) and second language acquisition (additional languages learned later in life).

Educational Interventions: Strategies, programs, or initiatives designed to address specific educational needs or challenges, aimed at improving learning outcomes, skill development, and overall academic performance of students.

Inclusive Education: An approach to education that ensures equal access and opportunities for all students, including those with disabilities or special needs, promoting diversity, equity, and participation within educational settings.

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