Teacher Practices in Science Literacy Instruction for Learners who are Deaf or Hard of Hearing in Kenya

Abstract

The Kenyan Vision 2030 initiative, which aims at improving the quality of life for all citizens, has put increasing emphasis on science literacy (Amunga, Amadalo, & Musera, 2011). Even though the Kenyan secondary school curriculum is designed to accomplish the goals of the Vision 2030 initiative, learners who are deaf or hard of hearing (D/HH) score significantly below average in all required science subjects (i.e., biology, chemistry, and physics) on their Kenya Certificate of Secondary School Examination (KCSE). With the implementation of the Kenyan Vision 2030 initiative, and in light of the trailing achievement of D/HH learners in science subjects, it is paramount to explore and identify teaching practices in science education for these learners. This study employed a descriptive survey design to explore Kenyan teachers’ practices in science literacy instruction for D/HH learners, their perceptions on the effectiveness of the best practices identified in the literature, barriers to implementation, and recommendations that should be considered in efforts to improve science literacy instruction for D/HH learners in Kenya. A convenience sample of 26 science teachers participated in an online survey. Fifteen teachers also participated in in-depth focus group interviews. The results revealed that, Kenyan science teachers are aware of the cited best practices and strategies in science literacy instruction for D/HH learners, but these practices and strategies are often implemented only superficially in their classrooms.