Teacher’s pedagogic competence on the social Interactions of hearing impaired students: case study “college adventiste”

Abstract

This study was conducted to examine the impact of teacher’s pedagogic competence on the social interactions of hearing impairment students in the Adventiste Secondary school in Yaoundé 1, which is found in the Centre Region of Cameroon. The objective of the study was to find out if teachers Pedagogic Competences affect the social interactions of hearing impaired students in the Adventiste Secondary school. With the main research question to know the effects of teacher’s Pedagogic Competence on the Social Interactions of Hearing Impaired Students. Using the purposive sampling techniques, a sample size of 80 teachers and four (04) hearing impaired learners was selected for the study in order to gain a better understanding of the impact of teaching methods, tools used and teacher’s technical skills on their social interactions. In other to support the arguments, we used the Lev Vygotsky’s Social Constructivist Theory of Learning (1978) and Social Model Theory of Disability by Mike (2000). The tools used for data collection was the questionnaire. The sample was collected in the field and classroom, the data collected was registered in the excel software. The Statistical Package for Social Science (SPSS) computer software was used to analyze the data gotten from the field of study, the Spearman rank correlation was used to test hypotheses and the following results were obtained per hypothesis. Hypothesis one: In the first hypothesis, we had a correlation coefficient of 0.602, which is positive and strong. Alternatively, the level of significance is p=0.000 which is less than 0.01 which is the standard error margin. Base on this, we conclude that there is a high correlation relationship between teachers training and Social interactions of hearing impaired students. Hypothesis 2: In the second hypothesis, we had a correlation coefficient of 0.882 showing a very strong correlation relationship that exist between the two variables. Alternatively, the level of significance is less than 0.882, which is 0,05 alpha. On this premise we reject the null hypothesis, we conclude that there is a significant relationship between the teaching methods and social interactions of hearing impaired students. Hypothesis 3: In the third hypothesis, we had a correlation coefficient of 0.674, which is strong. Alternatively, the level of significance is less than 0.01. Base on this we reject the null hypothesis and retain the alternative hypothesis, which states that Assessment methods have an influence on the social interactions of hearing impaired students. Hypothesis 4: In the fourth hypothesis, we had a correlation coefficient of 0.487, which is moderate. Alternatively, the level of significance is less than less than 0.01, which is the standard error margin. Base on this, we reject the null hypothesis and retain the alternative hypothesis which states that the learning environment have an influence on the social interactions of hearing impaired students. It was suggested that parents should accept their hearing children knowing hearing impairment is not a barrier to be a developed person in the society. The government is advised to open a school for principal ship to train school administrators in the domain of hearing impairment education. Teachers of learners with hearing impairment should be trained and given instructions on how they can best handle learners with hearing impairment. Lastly the society and peer need to be sensitized through radio, peer social gathering, school clubs and television talks on the hearing impairment conditions of these learners. From the above hypotheses, it was deduced that teacher’s pedagogic competence have a direct connection on the social interactions of hearing impaired students in the Adventiste secondary school.