EFFECT OF ACTIVITY BASED LEARNING ON ACADEMIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENTS IN OYO, OYO STATE-

Abstract

This study examined the effect of Mathematics laboratory kits on the academic achievement of students with hearing impairments in Oyo, Oyo State. The research adopted a quasi experimental design involving a pretest posttest control group. Fifty (50) students with hearing
impairments were purposively selected from mathematics department in Federal College of Education (Special), Oyo, Oyo State. The participants were divided into two groups: 25 students in the experimental group and 25 in the control group. T he experimental group was taught mathematics using Mathematics Laboratory Kits, while the control group received conventional instruction. A researcher developed instrument titled Mathematics Achievement Test (MAT) was
used to measure students’ performance before and after the treatment. The reliability coefficient of the instrument was established using Cronbach’s alpha (α = 0.87). Data collected were analyzed using Analysis of Covariance (ANCOVA) to control for initial group differences. The findings revealed a significant difference in the post-test achievement scores of students in the experimental and control groups (p < 0.05), indicating that the use of Mathematics Laboratory
Kits enhanced students’ understanding and achievement in mathematics. The stud y concluded that Mathematics Laboratory Kits are effective tools for improving mathematics academic achievement among students with hearing impairments. It recommended that teachers should adopt mathematics laboratory kits as part of their teaching practice to enhance achievement, among students with hearing impairment, regular professional development programmes should be organized by the government to equip teachers with skills in using and adapting the strategy for learners with students with hearing impairment adequate quantities of mathematics laboratory kits should be provided in schools to ensure access for all learners, schools should
create timetables that allow sufficient time for activity based learning with the kits, rather than focusing only on syllabus coverage, the use of mathematics laboratory kits should be formally integrated into the curriculum, particularly in special education context.