Effect of Developed Captioned-Video in English on the Performance of Hearing-Impaired Students in Upper Basic School, Kaduna.

  • Michael Ayodele Fakomogbon University of Ilorin, Nigeria.
  • Omotayo Olabo Obielodan University of Ilorin, Nigeria.
  • Abdulganiyu Alasela Amosa University of Ilorin, Nigeria.
  • Grace Oisa Amoka University of Ilorin, Nigeria.

Abstract

This study examined the effect of a developed Captioned-video in English on the performance of hearing-impaired students in upper basic school, Kaduna, Nigeria. The study combined qualitative and quantitative research methods, involving one group pretest-posttest experimental research design. Three research questions and three hypotheses were raised and formulated respectively. The population for this study comprised all hearing-impaired students in Kaduna State, Nigeria. The target population were all JSS 1 upper basic students in Kaduna State Special Education School (KASSES). Twenty-nine (29) of these students were selected as the sample for this study. Three research instruments were used in this study. They include: Captioned-video to Teach English Language (CVTEL), Student’s Performance Test in English Language (SPTEL), and Student’s Attitudinal Questionnaire (SAQ). A total of fourteen (14) experts were engaged in validating the three research instruments to ensure suitability and content appropriateness. The experimental group was initially pre-tested using Student’s Performance Test in English Language (SPTEL), then exposed to the Captioned-video and a post-test after. An attitudinal questionnaire was given to the students to elicit responses on their reaction to the Captioned-video. All instruments were field validated.  The findings revealed amongst others that; significant difference existed between the performances of hearing-impaired students taught English language before and after exposure to the Captioned-video. The students performed better in the post-test than in the pre-test and no significant difference existed in the performance of male and female hearing-impaired students that were exposed to the Captioned-video. The study concluded that the Captioned-video improved hearing-impaired students’ performance in English language, irrespective of gender and the students also expressed positive attitude to the use of the Captioned-video. It was therefore recommended that teachers develop Captioned-videos to meet educational standards and maximize their use for educating hearing-impaired students.


Keywords: Captioned-video, Hearing-Impaired, Performance, Attitude, Gender.

Published
2017-10-10
How to Cite
FAKOMOGBON, Michael Ayodele et al. Effect of Developed Captioned-Video in English on the Performance of Hearing-Impaired Students in Upper Basic School, Kaduna.. KIU Journal of Humanities, [S.l.], v. 2, n. 1, p. 315-322, oct. 2017. ISSN 2522-2821. Available at: <https://ijhumas.com/ojs/index.php/kiuhums/article/view/127>. Date accessed: 22 jan. 2022.