EFFECTIVENESS OF TWO INSTRUCTIONAL METHODS ON REASONING ABILITY OF CHILDREN WITH HEARING IMPAIRMENT IN NIGERIA
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Date
2018
Authors
Adeniyi, S.O
Kuku, O.O
Journal Title
Journal ISSN
Volume Title
Publisher
Specijalna edukacija i rehabilitacija (Beograd)
Abstract
Language has a noteworthy role in the cognitive development
and social ability of an individual. However, a delay in language
could affect an individual ability to think critically. Tis could be
breached through impactful method of instruction from elementary
school. Thus, this study examined the differential effectiveness of
Montessori didactic and Direct Instructional methods on reasoning
ability of children with hearing impairment in Lagos State.
Te sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. Te Reasoning Ability Test was
used to gather relevant data while mean, standard deviation, mean
difference, Analysis of Covariance (ANCOVA) and Least Significant
Difference (LSD) were the statistical tool used to analyse the data.
The study found that both Montessori Didactic Material and
Direct Instruction method were efficacious in teaching pupils with
hearing impairment. However, the former was more effective. The teaching methods do not have significant gender effect on pupils with
hearing impairment. It was recommended that Montessori didactic
method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of
self- direction and independence not minding gender, intellectual and
economic disparities
Description
Scholarly article
Keywords
Reasoning Ability , Montessori Didactic Instruction , Direct Instruction , Hearing Impairment , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Adeniyi, S.O., Kuku, O.O.(2018). EFFECTIVENESS OF TWO INSTRUCTIONAL METHODS ON REASONING ABILITY OF CHILDREN WITH HEARING IMPAIRMENT IN NIGERIA