Digitalized Versus Interpreted Biology Instructions for Deaf Learners: Implications for a Technosociety

Abstract

Deaf learners have strived to enrol in science-related subjects but barriers towards effective teaching and learning have contributed to low performances in science-related subjects. Although previous studies have affirmed that learners’ attitude towards scientific instructions and pedagogical strategies used by science teachers creates barriers to effective learning and expected learning outcomes, but gaps still exist in the use of digital components in learning outcomes of deaf learners. Therefore, this study, determined the moderating effects of onset of deafness on the attitudes of deaf learners towards Biology in Ibadan, Nigeria. Twenty-seven deaf learners were exposed to an 8-week digitalized and interpreted Biology instructions. Data were collected using the Biology Achievement Test before and after the treatment sessions. The data generated were analysed using the Analysis of Variance at p < 0.05. The results revealed that deaf learners in the digital Biology class performed better than their peers in the interpreted Biology instructions. Variations in the attitude toward Biology based on onset of hearing loss were observed. Based on the findings, recommendations were made to adequately prepare the deaf for a technologically-driven inclusive society.

The Experiences of Emergency-Remote Teaching Via Zoom: The Case of Natural-Science Teachers Handling of Deaf/Hard-of-Hearing Learners in South Africa

“…This study noted that the pedagogical skills and the e-teaching training received by the participants to actively teach natural sciences to LDHH via the Zoom platform were considered inadequate. Therefore, this current finding supported past studies (Adigun & Nzima, 2020;James et al, 2019), which criticised the http://ijlter.org/index.php/ijlter approaches to the teaching of natural sciences to deaf learners in the twenty-first century.…”

“…This close-up view of the speaker gives the deaf the opportunity to access non-verbal communication; and it contributes to the understanding of verbal instructions. Extant literature on deaf studies asserts that deaf learners require a full view of the speaker's face and body (Adigun, 2020a;Adigun & Nzima, 2020;Alsadoon & Turkestani 2020;Lynn et al 2020;Ogundiran & Olaosun, 2013;Pizzo, 2016).…”

“…As maintained by Sooryamoorthy (2020), the natural sciences as a subject encompass issues that touch on several aspects of, for example, astronomy, ecology, geography, mathematics, and water resources. Lamentably, studies in the last decade have criticized the pedagogical approaches to teaching the natural sciences (Adigun & Nzima, 2020;James et al, 2019). Prior to the emergence of COVID-19, critics encouraged the infusion, application, and use of http://ijlter.org/index.php/ijlter ICTs in the teaching of scientific concepts to learners, particularly those with learning challenges.…”

“…The application of Internet-enabled real-time VCTs in the education of deaf learners has the capacity to accommodate varied learning styles, irrespective of distance, geographical location, and time zones (Adigun & Nzima, 2020;Alshawabkeh et al 2021). Unfortunately, despite the emphasis on the need for adoption and the use of ICTs and VCTs in the education of deaf learners Alshawabkeh et al, 2021), recent evidence has revealed the difficulties and limitations associated with the application of ICT/VCTs in the education of deaf learners.…”

“…According to Kanellopoulou et al (2019), teachers, especially those who are novices to teaching via VCTs, experience challenges with the use of the appropriate learning materials required. The fact remains that while these teachers can use instructional materials effectively during face-to-face teaching, the majority lack the capacity and the technical know-how needed for the application and usage during digital teaching (Adigun & Nzima, 2020).…”