EFFECTIVENESS OF SELECTED TEACHING STRATEGIES ON ENGLISH COMPOSITION PERFORMANCE AMONG STANDARD SEVEN LEARNERS WITH HEARING IMPAIRMENT IN NAIROBI CITY COUNTY, KENYA
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Date
2025-10
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Abstract
The achievement of hearing learners has remained poor across the country which has
greatly affected transition to secondary school. The purpose of the study was to
examine the effectiveness of selected teaching strategies on English composition
performance among standard Seven learners with hearing impaired in Nairobi City
County, Kenya. The theoretical framework for this study was Knowles' theory of
learning and Cooperative Learning Theory. The study employed quasi-experimental
and exploratory study design with thirty participants. Participants included Head
teachers, Teachers, and standard Seven learner’s. Data collection involved writing
tests, interview guides, questionnaires, and document analysis guide. Quantitative
data were analyzed using Statistical Package for the Social Sciences descriptive
statistics and T-test. The qualitative data were transcribed, reconstructed, and reduced
to emerging themes. Data that had been analyzed was presented in narration form and
verbatim quotes. Test re-test technique was employed to assess the reliability of data
collected. The scores were correlated with the Pearson Product Moment Correlation
Formula to establish the reliability of the coefficient. An expert's view was essential
when validating the content for every objective. Suspicious questions along with those
which did not align with the objectives were discarded. The study’s findings had it
that group instruction can be used to improve composition writing when applied for a
longer period of time. The study concluded that co-teaching strategy was a better
teaching strategy. The study showed no evidence of difference between groups as per
one-way Analysis of Variance F (2, 27) = .713, p = .648). This indicates that group
instruction positively improves learners' performance to a certain extent. A onesample t-test was used to compare the mean peer tutoring strategy with the mean prewritten test. The mean for pre-written test (M = 11.53, SD = .791) was not
significantly different from the peer tutoring strategy; t (16) = .379, p = .710. A onesample t-test was used to compare the mean co-teaching strategy with the mean of
pre-written test. The mean score of pre-written test (M = 3.262, SD = .791) was not
significantly different from co-teaching strategy; t (17) = .498, p = .001. The teachers
cited challenges of providing individualized attention, coping with differences in
learner ability, and effective communication. They stated that the challenges could be
coped with by coordination with others to manage time and workload, maintaining
learner's participation, balancing individual and group needs. Peer interaction and
timely feed back was encouraged. The teachers also highlighted the importance of
creating a positive and inclusive learning environment. From the study, it was
concluded that teaching strategy is an essential strategy in improving learners with
hearing impairment quality writing. Either of the strategies can help the learners to
excel or flop in the subject. Teaching strategies should be given more priority while
teaching composition to learners with hearing impairment. The research concludes
that lack of writing frequently and inability to apply different learners-centered
approaches results in poor performance. The research recommends that teachers
should always be exposed to continuous professional development, e.g., short
training, work shops and in-service on the new approaches in teaching composition.