A CRITICAL ANALYSIS OF ENGLISH LANGUAGE ACHIEVEMENT AMONG HEARING-IMPAIRED SECONDARY SCHOOL STUDENTS

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Education is a fundamental right for every individual and serves as a foundation for personal growth and the realization of other rights. However, children with hearing impairments often face significant barriers to accessing quality education—especially in subjects that heavily rely on language proficiency, such as English. Proficiency in English, including comprehension and communication, plays a critical role in academic success and in securing opportunities in an increasingly interconnected global world (Agyire, Cobbina, & Seyram, 2017). This makes it essential to assess the English language abilities of secondary school students with hearing impairments. Over recent decades, the educational landscape for students with hearing impairments has undergone significant changes. There has been a growing focus on inclusive education and the adoption of tailored instructional strategies (Akellot & Bangirana, 2019). Despite these advancements, language acquisition—especially in English—remains a persistent challenge, particularly in developing communication skills. This study seeks to evaluate the level of English proficiency among secondary school students with hearing impairments, focusing on key domains such as essay writing, oral communication, composition, and reading comprehension (Alvi, 2016). Hearing impairment, which varies in severity, significantly influences one’s ability to perceive sounds, develop speech, and acquire language. In the educational setting, this impairment can hinder both verbal and written communication, thereby affecting overall academic performance. Although advances in teaching strategies and assistive technologies have been made, there is still a critical need to assess students' abilities across different components of English (Alvi, 2016). Evaluating English proficiency involves analyzing students' skills in areas like essay writing, verbal communication, written composition, and comprehension of texts. These areas not only serve as benchmarks for language competence but also reflect students’ analytical thinking, creativity, and academic achievement. However, current research on these specific areas among students with hearing impairments at the secondary level is limited (Creswell, 2015). Hearing loss presents distinct obstacles in language learning and communication. It affects the ability to process and produce auditory input, which in turn hampers language development. A solid grasp of English is crucial not only for academic success but also for societal integration and future career prospects. While a fair amount of literature exists on language development in individuals with hearing impairments, research that focuses on secondary school students’ performance in expository writing, oral communication, composition, and comprehension remains scarce (Eeuwijk & Angelrm, 2017). Understanding the factors that influence these areas is vital for developing effective educational interventions and support systems. Poor academic outcomes in students with hearing impairments at the secondary level may often be attributed to difficulties in essay writing, oral communication, composition, and comprehension. Studies suggest that when language is not a determining factor in assessments, or in the absence of multiple disabilities, students with hearing impairments perform on par with their hearing peers. Nonetheless, they often score lower in language-based assessments (Eeuwijk & Angelrm, 2017). These challenges are the result of both direct and indirect factors. Marschark et al. (2015) argue that the underachievement of students with hearing impairments is a result of complex interactions involving the students themselves, their families, and educational institutions. Data from WAEC (2020–2023) shows that students with hearing impairments consistently scored below average in essay writing, oral tasks, composition, and reading comprehension. Kuhn (2015) notes that learning is most effective when both hearing and visual senses are engaged. When one of these is impaired—as in the case of hearing-impaired students—learning becomes significantly more difficult, especially in science-related classrooms where communication methods are often inadequate. Existing research has explored various facets of language learning among adolescents with hearing impairments. Common struggles include vocabulary development, grammar usage, and expressive language skills. Language development is also influenced by early intervention, communication methods (e.g., sign language or oral approaches), use of assistive devices, and the level of educational support available (Irene & Albine, 2018). However, there is limited research focusing specifically on how these students perform in more complex English language tasks, such as essay writing, oral presentations, composition, and reading comprehension, within a secondary school context. Research that explores these domains could significantly contribute to the broader discourse on inclusive education and equitable learning opportunities. The study by Irene and Albine (2018), for instance, aims to deepen our understanding of the linguistic and educational needs of students with hearing impairments. By doing so, it advocates for more inclusive educational policies and practices that can enhance these students' academic success and social integration. This research, therefore, seeks to conduct an in-depth analysis of the English language performance of secondary school students with hearing impairments. 1.2 Statement of the Problem A strong command of the English language is critical for the academic, social, and career development of secondary school students with hearing impairments. Despite notable progress in inclusive educational practices, there is still a significant gap in understanding the complex factors that affect these students' language skills—especially in spoken English (Irene & Albine, 2018). The inherent auditory nature of spoken English makes it particularly challenging for hearing-impaired students, affecting their speech perception, pronunciation, intonation, and comprehension. Understanding these specific challenges is essential for designing effective interventions (Michell & Manzo, 2018). Success in acquiring English depends largely on the instructional methods employed. It is important to evaluate how various teaching strategies—such as visual aids, multimedia tools, direct instruction, peer-based learning, and differentiated instruction—support or hinder oral communication development. These methods must be compatible with the diverse needs of hearing-impaired learners to promote significant language development (Michell & Manzo, 2018). Even though there is increasing attention on inclusive education, students with hearing impairments continue to lag behind in English proficiency, particularly in reading comprehension. Identifying the factors that influence their performance in this area is critical. A detailed examination of what affects reading comprehension can help create targeted strategies to support students with hearing loss (Michell & Manzo, 2018). Moreover, mastering advanced English language skills—especially essay writing—is vital for academic excellence and effective communication. Yet, students with hearing impairments often face unique difficulties in acquiring and using these skills due to their sensory limitations. This makes it essential to explore the multiple variables that impact their writing abilities. These include linguistic capabilities, teaching quality, socio-cultural context, technology use, individual learner characteristics, and assessment practices (Migeba, 2015). Challenges such as limited phonological awareness and difficulty decoding and encoding words also hinder their ability to compose effectively. Furthermore, a lack of qualified and adequately trained teachers can exacerbate these issues. Therefore, this study aims to examine these multifaceted influences on the English language performance of secondary school students with hearing impairments and to develop evidence-based solutions to enhance their learning outcomes. 1.3 Objective of the Study The main objective of this study is to conduct a comprehensive analysis of the English language performance of secondary school students with hearing impairments. The specific objectives are to: i. Examine the relationship between hearing impairment and students’ performance in English reading comprehension. ii. Investigate the relationship between hearing impairment and students’ performance in written composition. iii. Assess the relationship between hearing impairment and students’ performance in oral communication. iv. Determine the relationship between hearing impairment and students’ performance in essay writing. 1.4 Research Questions To guide the study, the following research questions have been formulated: i. Is there a relationship between hearing impairment and students’ performance in English reading comprehension? ii. Is there a relationship between hearing impairment and students’ performance in composition? iii. Is there a relationship between hearing impairment and students’ performance in oral communication? iv. Is there a relationship between hearing impairment and students’ performance in essay writing? 1.5 Significance of the Study This study is expected to provide valuable insights for several stakeholders: Policymakers: The research findings can help inform policy decisions regarding curriculum design, teacher training, and resource distribution for students with disabilities. It can also support the development of policies that encourage linguistic inclusiveness and ensure adequate support for hearing-impaired students in learning English. Academic Community: This study will contribute to existing literature on inclusive education and language development, enriching academic resources and offering a reference point for future researchers. 1.6 Scope of the Study This research focuses on analyzing the English language performance of secondary school students with hearing impairments. It specifically explores how hearing impairment affects their abilities in reading comprehension, composition, oral communication, and essay writing. Geographically, the study is limited to Methodist Grammar School, Bodija, in Ibadan, Oyo State. 1.7 Limitations of the study As with many other research endeavors, this study encountered several challenges. One of the primary difficulties was the lack of readily available and accurate materials relevant to the topic under investigation, as well as the inability to obtain sufficient data. The researcher also faced financial limitations, which created obstacles in sourcing appropriate materials and in carrying out the printing and compilation of questionnaires. In addition, time constraints posed another significant challenge. The need to balance the demands of writing the research with other academic responsibilities made the research process particularly strenuous and demanding for the researcher. 1.8 Definition of terms English Language Achievement: The level of proficiency and academic performance demonstrated by students in reading, writing, speaking, and understanding the English language, as measured through tests, assignments, or assessments. Hearing-Impaired: Refers to individuals who have partial or total inability to hear. This includes students who are deaf or hard of hearing and may require special communication methods such as sign language, lip-reading, or hearing aids. Secondary School Students: Learners who are enrolled in the educational stage following primary school, typically aged between 11 and 18 years, depending on the country. In this study, it refers specifically to those with hearing impairments. Students with Special Needs: Learners who require additional support due to physical, emotional, behavioral, or learning challenges. Hearing-impaired students fall under this category due to their unique communication and learning needs.