Factors Contributing to Low Academic Achievement Among Pupils with Hearing Impairment: A Case of Selected Inclusive Primary Schools in Dodoma Municipality, Tanzania

Abstract

The aim of this study was to contribute to knowledge about learners’ academic achievement by examining factors impeding the academic achievement of pupils with hearing impairments in public inclusive primary schools in Dodoma City, Tanzania. The study used a qualitative approach informed by a case study design. It had a sample size of 67 participants, including 24 inclusive primary school teachers, 6 head teachers, 1 special education officer, and 36 hearing-impaired pupils from six (6) inclusive primary schools in Dodoma municipality. Interview guide and observation checklists were used to collect data. Qualitative data analysis procedures were used to analyse the data. The findings revealed that inappropriate pedagogical approaches, lack of expert teachers and professional development, as well as a lack of learning facilities in inclusive classroom, were key factors responsible for low academic achievement among hearing impairments pupils. In conclusion, curriculum developers could construct curriculum that is flexible and consumable by all types of learners. The study recommends that, in-service training of inclusive classroom teachers should cover new methods of teaching; identification other disabilities in hearing impairments pupils; teaching; preparation and usage of appropriate teaching and learning materials.