Perspectives of Deaf Students towards Sign Language Systems as used in the Classroom and their Implications on Academic Performance in English

Abstract

Students with Hearing Impairment (HI) face various implications in the process of learning as a result of the hearing loss. The academic performance of these students who have hearing loss or have ability to only perceive slight sound is affected greatly. These students with HI have continued to perform below average in Kenya Certificate of Secondary Education (KCSE). For instance, in the year 2017, 2018, 2019, 2020 and 2021, out of the possible mean score of 12, these students scored an average of 2.4, 2.3, 2.3, 2.8 and 2.7 respectively all of which indicated a “D-” (D Minus) Grade. In Kenyan grading system and considering the affirmative Action for those with visual and hearing impaired, which is grade C- these scores are below average and also below the minimum pass-mark for entry into higher institutions of learning like teachers’ training colleges. Explanations regarding the poor performance have pointed to perspectives of the learners with HI towards the sign systems that are used. The objective of this study was to establish the influence of deaf students’ proficiency in Sign systems on Academic performance in English. The study adopted multiple case study design within a qualitative approach. The study was conducted in the four special secondary schools for the deaf in Nyanza region of Kenya with a sample size of 48 participants. The sample size comprised 33 form 3 students, 7 teachers of English, 4 Curriculum Support Officers and 4 Principals of Secondary Schools for the Deaf. Purposive sampling technique was used to select the four schools while saturated sampling technique was used to select 7 teachers of English. Stratified sampling was used to select 33 Form 3 students. The study employed In-depth interview schedules, focus group discussion guides, Classroom Observation Checklists and the document analysis guide as the research tools for data collection. Thematic analysis was employed for data analysis based on the themes that emerged from the study. The findings indicated that there are three sign systems which are Signed Exact English (SEE), Signed English (SE) and Kenyan Sign Language (KSL) are used during English lesson. There is no specific sign system that must be used during English lessons. Every school and teachers of English (ToE) decides which system to use based on what they are to teach. There is no policy for sign language systems. Sign system used during instruction has a direct impact on the performance of learners in English. The study also established that majority of ToE prefer using SEE during English lessons. Students with HI on the other side, prefer KSL to SEE to be used. It was also established that Students with HI are proficient in KSL than SEE and that they comprehend content faster when taught in KSL than in SEE. However, KSL affects them in writing English exams