The effect of language code switching on academic achievements of learners with hearing impairment in social studies in Kakamega County

Abstract

Background: The language of instruction for learners with hearing impairment is mainly Kenyan Sign Language with English Code switches used by teachers to explain concepts. However, the summative assessment of the knowledge skills and attitudes gained is done using test items designed in the English language only. Aim: This study demonstrates the effect of language code switching on academic achievements of learners with hearing impairment in social studies. Method: This was comparative case study that focused on the performance or learners with hearing impairment in two tests in social studies in Kakamega County in Kenya. The population for this study was class eight Learners with hearing impairment in mixed special schools for the deaf who had fairly covered the social studies primary school syllabus. The study sampled 40 learners and reported on their perceptions of Learners with hearing impairment on language code switching by the use of self completed likert scales. Descriptive statistics and numerical values such as percentages. frequencies. means and t-test were used to report on the findings. Findings: It was established that more than 50% of the trainees indicated they preferred of test items designed using code switches. The performance on the test with code switches were better than the performance on English only test. Conclusion: Using test items designed using language code switches enables learners with hearing impairment to exhibit better the learning gains in social studies. Key Words: language code switching, Perceptions, sign language. assessment o] learning