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Nyongesa, Gregory
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Relationship Between Proficiency in Kenyan Sign Language and Signed Exact English and Performance in English by Learners with Hearing Impairment Nyongesa, Gregory
Humanities & Language: International Journal of Linguistics, Humanities, and Education Vol. 1 No. 2 (2024): Humanities & Language: International Journal of Linguistics, Humanities, and Ed
Publisher : Abdul Media Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/ev1pqa59

Abstract

Students with Hearing Impairment (HI) encounter various challenges in learning due to their hearing loss, significantly impacting their academic performance, particularly in exams such as the Kenya Certificate of Secondary Education (KCSE). This study aims to explore the correlation between proficiency in Kenyan Sign Language (KSL) and Signed Exact English (SEE) with English performance among HI learners. Conducted in four special secondary schools for the deaf in Kenya's Nyanza region, the study involved 48 participants, including 33 Form 3 students, 7 English teachers, 4 Curriculum Support Officers, and 4 School Principals. Utilizing a qualitative multiple case study design, the research employed purposive sampling to select schools, saturated sampling for English teachers, and stratified sampling for Form 3 students. Data collection methods included in-depth interviews, focus group discussions, classroom observations, and document analysis. Thematic analysis was used to analyze the data, revealing that pre-lingual HI students, deaf before speech development, exhibit greater proficiency in KSL than SEE and Standard English (SE). Conversely, post-lingual HI students, deafened after speech acquisition, may struggle with KSL initially but tend to excel in SEE due to their prior speech development. Over time, post-lingual students may achieve proficiency in KSL after integrating into the Deaf community.
Influence of Compensation on Special Needs Educators’ Job Satisfaction in Special Schools for The Learners with Hearing Impairment in Kenya Nyongesa, Gregory
Humanities & Language: International Journal of Linguistics, Humanities, and Education Vol. 1 No. 3 (2024): Humanities & Language: International Journal of Linguistics, Humanities, and Ed
Publisher : Abdul Media Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/tj6h3r50

Abstract

Effective teaching and learning to achieve the educational goals require satisfied teachers, yet, most of the teachers in Kenya indicate lack of job satisfaction with their work. The rising numbers of special needs educators exiting from special schools for the Hearing Impaired and the frequent strikes are the possible indicators. This study examined the influence of Compensation on teacher job satisfaction among the Special Educators in Public Special Primary Schools for the Hearing Impaired in Kakamega County Kenya. This study employed the Two Factor Theory of Herzberg. The study adopted multiple case study design. The study was carried out in Special Primary Schools for the HI in Kakamega County. The target population was 59 respondents, which comprised of 4 headteachers, 4 deputy headteachers, 47 classroom teachers and 3 curriculum support officers for special needs drawn from each of the sub counties where the special schools for the HI is located. The sample size was a total of 58 participants. Saturated sampling technique was used. Interview schedules, Focus Group Discussions and document analysis were used for data collection. The study adopted thematic analysis to generate the findings of the study. The study found out that Special educators were not satisfied with the salary and allowances that they were given by the Teachers Service Commission (TSC) Fringe benefits and incentives are also highly valued by the special educators.
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