Instructional Resources Management and Academic Performance of Learners with Hearing Impairment in Government Aided Primary Schools in Masindi Municipality

Abstract

The purpose of the study was to examine the relationship between Instructional Resources Management and the academic performance of hearing impaired learners in inclusive government aided primary schools in Masindi Municipality. The study was motivated by these learners’ academic underperformance and its adverse effect on their educational progress. The objectives of the study were to analyse the relationship between (a) planning, (b) provision and (c) utilisation of instructional resources for these learners and their academic performance. The study adopted a cross-sectional correlational research design that involved a largely quantitative approach supplemented by qualitative responses to open-ended questions that were included in the interview schedule administered to five head teachers and questionnaires administered to thirty five teachers and eighty pupils selected using purposive sampling. Quantitative data was analysed using descriptive, Pearson correlation as well as linear and multiple regression analysis. Data in form of open-ended responses was analysed using directed qualitative content analysis. The key findings from correlation and regression analysis were: instructional resource planning had a positive and significantly predictive relationship with these pupils’ academic performance (r = .375, F (1, 40) = 16.566, Sig. = .017 < .05) and so did instructional resource provision (r = .666, F (1, 120) = 108.71, Sig. = .000 < .01) and instructional resource utilisation (r = .741, F (1, 40) = 98.04, Sig. = .000 < .01). In general, the relationship between instructional resource management and these pupils’ academic performance was similarly positive and significantly predictive (r = .852, F (1, 120) = 89.977, Sig. = .000 < 0.01). While instructional resource planning was generally well conducted, the budgeted funds were under-mobilised. Most of the instructional resources, particularly professional teachers and audiovisual materials were insufficiently provided and teachers utilised those that were provided infrequently. From these findings, the study concludes by emphasising the need to improve mobilisation of funds budgeted for instructional resources for these pupils, and to ensure sufficient provision and regular and effective utilisation of these resources. Consequently, the study recommends to the government of Uganda to increasing budgetary funding for and provision of these resources and to head teachers and teachers to ensure that those made available are frequently and effectively utilised to teach these pupils. Further research was also recommended into other factors influencing the academic performance of pupils with hearing impairment.