Impact of Montessori Didactic Method and Direct Instruction Method on Self-esteem of Pupils with Hearing Impairment in Lagos State
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Date
2020
Authors
Adeniyi, S.O
Kuku, O.O
Journal Title
Journal ISSN
Volume Title
Publisher
Belgrade School of Special Education and Rehabilitation
Abstract
!is study investigated the impact of Montessori didactic method and direct
instruction method on the self-esteem of pupils with hearing impairment in
Lagos State, Nigeria. !e employed pre- and post-tests quasi-experimental
research design. A total of 29 pupils with hearing impairment were purposively
selected and participated in the study with 9, 10, 10 participants in treatment
and control groups through non-bias randomisation. Index of Self-Esteem
(ISE) developed by Hudson (1982) was adapted and revalidated with the
reliability of 0.77 and 0.76, respectively using concurrent validity and test retest reliability. !e treatment lasted nine weeks. !e study revealed that
self-esteem significantly differs among pupils with hearing impairment
across the experimental groups. !e Montessori didactic group had a higher
mean score than the direct instruction method, but both were better when
compared to the control group. In addition, the experimental group did not
significantly differ due to gender. It was recommended that teachers of pupils
with hearing impairment should use both Montessori Didactic and Direct
Instructions to reduce children’s social and emotional impairment and
increase their social functioning
Description
Scholarly article
Keywords
Montessori didactic instruction , direct Instruction , Hearing impairment , Self-Esteem , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Kuku, O., Adeniyi, S.O. (2020). Impact of Montessori Didactic Method and Direct Instruction Method on Self-esteem of Pupils with Hearing Impairment in Lagos State