Effects of two instructional strategies on achievement in library use instruction among secondary school students with hearing impairment in Oyo State, Nigeria

Inhaltsverzeichnis (Table of Contents)

• Abstract
• Acknowledgements
• Certification
• Chapter One: Introduction
• Background to the Study
• Statement of the Problem
• Purpose of the Study
• Research Questions
• Hypotheses
• Scope of the Study
• Significance of the Study
• Operational Definition of Terms
• Assumptions of the Study
• Limitations of the Study
• Chapter Two: Literature Review
• Concept of Hearing Impairment
• Causes of Hearing Impairment
• Effects of Hearing Impairment on Learning
• Education of Persons with Hearing Impairment
• Library Services for Persons with Hearing Impairment
• Library Use Instruction
• Instructional Strategies
• Captioned Video Instruction
• Direct Instruction
• Empirical Studies on Effects of Instructional Strategies on Library Use Instruction
• Chapter Three: Research Methodology
• Research Design
• Population of the Study
• Sample and Sampling Technique
• Instruments for Data Collection
• Validity and Reliability of the Instruments
• Procedure for Data Collection
• Method of Data Analysis
• Chapter Four: Presentation and Analysis of Data
• Chapter Five: Discussion, Conclusion and Recommendations
• Discussion
• Conclusion
• Recommendations
• References

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

The study aims to investigate the effectiveness of two instructional strategies, Captioned Video Instruction and Direct Instruction, in enhancing the library use skills of secondary school students with hearing impairment in Oyo State, Nigeria. The study seeks to determine if these strategies significantly impact the students' achievement in both intellectual and practical aspects of library use instruction.

• Impact of instructional strategies on library use skills of students with hearing impairment
• Comparison of the effectiveness of Captioned Video Instruction and Direct Instruction
• Assessment of the influence of these strategies on both intellectual and practical skills in library use
• Exploration of the role of gender in relation to the effectiveness of instructional strategies
• Identification of the best instructional strategy for teaching library use skills to students with hearing impairment

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter One: Introduction provides the background to the study, outlining the challenges faced by students with hearing impairment in acquiring library use skills due to a lack of adapted media and research on library services for this population in Nigeria. It also defines the research problem, purpose, questions, hypotheses, scope, significance, key terms, and limitations of the study.

Chapter Two: Literature Review explores the concepts of hearing impairment, its causes and effects on learning, and the educational approaches for students with hearing impairment. It also delves into the topic of library services for persons with hearing impairment, library use instruction, and various instructional strategies, including Captioned Video Instruction and Direct Instruction. Additionally, it examines existing empirical studies on the impact of instructional strategies on library use instruction.

Chapter Three: Research Methodology details the research design employed, the population and sample selection, the instruments used for data collection, the validity and reliability of the instruments, the data collection procedure, and the methods used for data analysis.

Chapter Four: Presentation and Analysis of Data presents the results of the study and analyzes the data collected using appropriate statistical methods.

Schlüsselwörter (Keywords)

The primary keywords and focus topics of this study are: Captioned video instruction, Direct instruction, Library use instruction, Hearing impairment, Secondary school students. This research investigates the impact of two instructional strategies on the library use skills of students with hearing impairment, highlighting the importance of accessible learning materials and effective teaching methods for this population.