Remedial Teaching to Improve Performance Among Hearing-Impaired Pupils: Insights from Selected Public Primary Schools in Dar es Salaam, Tanzania
DOI:
https://doi.org/10.55677/CRAJ/01-2024-Vol01I6Keywords:
Hearing Impairment, Remedial Teaching, Academic Performance, Inclusive Education, Sign Language, TanzaniaAbstract
This study examines the impact of remedial teaching strategies on the academic performance of hearing-impaired pupils in four public primary schools in Dar es Salaam, Tanzania. The research focuses on three key strategies: sign language demonstration, teaching media applications, and exploration-based learning methods. Utilizing a mixed-methods approach, data were collected from 124 participants, including pupils, teachers, school heads, and parents. The findings reveal that while remedial teaching significantly improves engagement, retention, and academic performance, systemic challenges such as resource shortages, insufficient teacher training, and low parental involvement hinder its full potential. Drawing on Cognitive Development Theory, Vygotsky's Zone of Proximal Development, and Human Capital Theory, this study offers theoretical insights and practical recommendations. Key interventions include enhanced teacher training, resource investment, and greater parental engagement to ensure inclusive and equitable education for hearing-impaired pupils.
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