Exploring the Instructional Techniques Used in Teaching Numeracy Skills Among Learners With Hi in Selected Primary Schools in Kenya

The purpose of this study was to explore the instructional techniques used in teaching numeracy skills among learners with HI in four selected primary schools in the four counties: Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia. The study was based on B.F. Skinner's 'black box' theory. The study used a correlational research design. The study was carried out in Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia Counties. In each county, one primary school with learners with HI was selected, making a total of 4 selected primary schools. The target population comprised teachers and head teachers in selected primary schools. The study selected 4 primary schools with learners with Hearing Impairment (HI). The total population of the study was 65 respondents. The institutions were sampled through stratified sampling. The study used both quantitative and qualitative research instruments (questionnaires and an interview guide). Statistical Package for Social Sciences (SPSS) was used to process and organize the data. To process the gathered data, both descriptive and inferential statistics were used. Means and standard deviation were used to describe the acquired data using descriptive statistics. The qualitative data from the open-ended questions were categorised to create recurrent themes and presented verbatim and in narrative form. The study results revealed that the majority of the respondents were of the view that learners who have a hearing impairment require visual cues/ support in their learning to assist their understanding of content. Visual cues, such as written instructions, diagrams, charts, and videos, can be essential tools for learners with hearing impairment to comprehend and engage with instructional materials effectively. The study findings concluded that there was a statistically significant positive correlation between instructional techniques used and academic performance among learners with HI (r=0.622, p<0.05). The study recommended that primary schools in Kenya adopt a multi-modal approach to teaching numeracy skills for learners with hearing impairment. Article visualizations: