Libraries at University of Nebraska-Lincoln
Abstract
This study investigated impact of captioned video instruction on Nigerian hearing impaired pupils’ performance in English language. The study adopted quasi-experimental pretest, post test, control group design. The experimental group was exposed to captioned video instruction while the control group was taught using the conventional teaching method for the hearing impaired. Two hypotheses were raised and field validated Primary English Performance Test (PEPT) used as data collection instrument. The study concluded that both instructional strategies were effective in giving English language instruction to hearing impaired pupils, as performance of the two groups did not indicate any significant difference and gender did not influence their performance either. Consequently, it was recommended that teachers should be trained to design and develop captioned video, and infrastructural base for their use in the schools provided by Government.