UEWScholar Repository

Assessing integrated science teaching and learning to the hearing impaired at University Practice Inclusive Junior High School-South Campus, Winneba

Show simple item record

dc.contributor.author Dedoo, K
dc.date.accessioned 2023-03-20T11:31:20Z
dc.date.available 2023-03-20T11:31:20Z
dc.date.issued 2016
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/1741
dc.description A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF THE DEGREE OF MASTER OF PHILOSOPHY IN SCIENCE EDUCATION 2016 en_US
dc.description.abstract The purpose of this study was to assess the teaching and learning of Integrated Science to the hearing impaired at the University Practice Inclusive Junior High School at the South Campus, Winneba. The study focused on Integrated Science teachers, interpreters and hearing impaired pupils of the University Practice Inclusive JHS, South Campus, Winneba. The estimated population was forty (40), which were made up of thirteen (13) teachers, three (3) interpreters and twenty-four (24) hearing impaired pupils. Out of a target population, five (5) Integrated Science teachers and three (3) sign language interpreters were purposively sampled from the University Practice Inclusive JHS for the study. However, simple random sampling technique was used to select seven (7) hearing impaired pupils (4 females and 3 males) out of the total of twenty (20) hearing impaired pupils in the University Practice Inclusive JHS at the South Campus, Winneba. The study was conducted using the causal comparative study design, and the methods used to collect data were semi-structured interview, document analysis, formal observation checklist and questionnaire. The results indicated that there was no policy governing science education for students with deafness in Ghana, further, hearing impaired pupils solely depend on the interpreters for information in the classroom and outside the classroom. Also, the Integrated Science syllabus does not favour the hearing impaired pupils, since they are taught like their hearing counterpart which in turn makes the latter not benefit fully from science lessons. Having discussed these findings, it is recommended that The Ministry of Education should introduce a teaching syllabus that lay emphasis on how to teach Integrated Science to the hearing impaired. en_US
dc.language.iso en en_US
dc.publisher University of Education,Winneba. (UEW) en_US
dc.subject Integrated science en_US
dc.subject Hearing impaired en_US
dc.title Assessing integrated science teaching and learning to the hearing impaired at University Practice Inclusive Junior High School-South Campus, Winneba en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UEWScholar


Browse

My Account