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

Table of Contents

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitations of the study

1.9 Operational Definition of Terms

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

2.1 Hearing impairment and its effects on the individual

2.2 Educational provision and persons with hearing impairment

2.3 Instructional strategies for students with hearing impairment

2.4 Libraries and Nigerian secondary schools

2.5 Hearing impairment and learning outcomes

2.6 Gender and learning outcomes of students with hearing Impairment

2.7 Library use instruction for students with hearing impairment.

2.8 Video and educational instruction for hearing impairment

2.9 Importance of captioning and captioned video

2.10 Direct instructional strategy and captioned video instruction

2.11 Theoretical Framework

2.12 Conceptual Model

2.13 Appraisal of Literature Reviewed

CHAPTER THREE

METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Population of the Study

3.3 Sample and Sampling Procedure

3.4 Variables of the Study

3.5 Data Collection Instruments

3.6 Validity and Reliability of Instruments

3.7 Pilot Study

3.8 Procedure

3.8.1 Request for Approval in the Schools used for the Study

3.8.2 Assignment to Treatment Groups

3.8.3 Pretests

3.8.4 Treatment Programmes

3.8.5 Posttests

3.9 Data Analysis

CHAPTER FOUR

RESULTS AND DISCUSSION

4.0 Introduction

4.1 Profile of Schools.

4.2 Results of Research questions

4.3 Testing of Hypotheses

4.4 Discussion of Results

4.4.1 Position of library services and library use instruction in the schools.

4.4.2 Effects of Instructional Strategies on Learning Outcomes of students with Hearing Impairment

4.4.3 Effectiveness of Captioned Video Instructional Strategy in Library Instruction

4.4.4 Effectiveness of Direct Instructional Strategy in Library instruction

4.4.5 Effects of Instructional Strategies and Students’ Gender on learning outcomes

4.4.6 Participants’ Performance in Test of Knowledge about library use and Practical Skill.

CHAPTER FIVE

SUMMARY AND CONCLUSIONS

5.0 Introduction.

5.1 Summary of the findings.

5.2 Implications of the Study.

5.3 Conclusions.

5.4 Contribution to knowledge

5.5 Recommendations.

5.6 Suggestions for further research.

LIBRARY USE INSTRUCTION SCRIPT

I Introduction

II LIBRARY COLLECTION AND ARRANGEMENT

III LIBRARY CATALOGUE

IV LIBRARY USE PROCEDURE

V REFERENCE SOURCES AND PERIODICALS

VI PARTS OF A BOOK

VII ELECTRONIC SOURCES OF INFORMATION

Objectives and Topics

This study aims to investigate the influence of two specific instructional strategies—Captioned Video Instruction and Direct Instruction—on the library usage skills and academic achievement of secondary school students with hearing impairment. It seeks to determine which approach is more effective for this specific demographic in the context of the Nigerian education system.

• Effects of Captioned Video Instruction on library skills acquisition.
• Effectiveness of Direct Instructional strategies for hearing-impaired learners.
• Influence of gender on academic achievement in library instruction.
• Evaluation of current library services in selected secondary schools.
• Improvement of independent learning skills through structured instruction.

Excerpt from the book

Chapter Summaries

CHAPTER ONE: Provides the foundational background, identifies the research problem regarding the lack of library skills for hearing-impaired students, and defines the research objectives and hypotheses.

CHAPTER TWO: Reviews literature on hearing impairment, instructional strategies like captioning and direct instruction, and the role of school libraries in fostering lifelong learning skills.

CHAPTER THREE: Details the quasi-experimental methodology, including the research design, sample selection, and the specific treatment programmes administered to the experimental groups.

CHAPTER FOUR: Presents the analysis and discussion of the research data, comparing the performance of students in the captioned video, direct instruction, and control groups.

CHAPTER FIVE: Summarizes the study's findings, provides conclusions on the effectiveness of the instructional strategies, and offers recommendations for educational policy and further research.

Keywords

Captioned video instruction, Direct instruction, Library use instruction, Hearing impairment, Secondary school students, Special education, Instructional strategies, Academic achievement, Information literacy, Learning outcomes, Educational media, Inclusive education, Assistive technology, Library services, Cognitive development.

Frequently Asked Questions

What is the primary focus of this research?

This study investigates the impact of two distinct teaching methods—Captioned Video Instruction and Direct Instruction—on the ability of secondary school students with hearing impairment to use libraries effectively.

Which demographic is the primary subject of this study?

The research focuses on Senior Secondary School II students with hearing impairment enrolled in integrated public schools in Oyo State, Nigeria.

What is the main goal of the research?

The main goal is to identify effective instructional strategies to improve the library usage skills and academic outcomes of students who face communication barriers due to hearing loss.

What methodology was employed?

The researcher utilized a quasi-experimental, pretest-posttest, control group design with a 3x2 factorial matrix, involving two experimental groups and one control group.

What are the key areas covered in the instruction?

The instruction covered seven key topics: introduction to school libraries, library collection and arrangement, the library catalogue, library usage procedures, reference sources, parts of a book, and electronic information sources.

Which keywords define this work?

Key terms include captioned video instruction, direct instruction, library use instruction, hearing impairment, and secondary school students.

Did the research find a significant difference between the two instructional strategies?

The study found that while both strategies were effective compared to the control group, there was no statistically significant difference in performance between the Captioned Video and Direct Instruction groups, although both improved learning outcomes significantly.

How does gender affect the results?

The statistical analysis showed that gender has no significant interaction effect on the learning outcomes, meaning both male and female students benefit equally from these instructional strategies.

What is the practical implication for schools?

The study recommends that schools should provide formal library instruction and adopt modified teaching tools, such as captioned videos and sign language-supported direct instruction, to ensure students with hearing impairment gain essential information literacy skills.