Effectiveness of two instructional methods on reasoning ability of children with hearing impairment in Nigeria

Abstract

Language has a noteworthy role in the cognitive development and social ability of an individual. However, a delay in language could affect an individual ability to think critically. This could be breached through impactful method of instruction from elementary school. Thus, this study examined the differential effectiveness of Montessori didactic and Direct Instructional methods on reasoning ability of children with hearing impairment in Lagos State. The sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. The Reasoning Ability Test was used to gather relevant data while mean, standard deviation, mean difference, Analysis of Covariance (ANCOVA) and Least Significant Difference (LSD) were the statistical tool used to analyse the data. The study found that both Montessori Didactic Material and Direct Instruction method were efficacious in teaching pupils with hearing impairment. However, the former was more effective. The teaching methods do not have significant gender effect on pupils with hearing impairment. It was recommended that Montessori didactic method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of self-direction and independence not minding gender, intellectual and economic disparities.

Keywords

• reasoning ability
• Montessori didactic instruction
• direct instruction
• hearing impairment