Mwanga, Allen2022-02-232022-02-232021-09Mwanga, A. (2021). Assessment of implementation of cooperative learning towards the performance of learners with hearing impairement. : the case study of Lake zone inclusive secondary schools in Tanzaniahttps://kyuspace.kyu.ac.ug/xmlui/handle/20.500.12504/684xii,98p.The study aimed at assessing the implementation of cooperative learning towards the performance of learners with hearing impairment: the case of Lake Zone inclusive secondary schools in Tanzania. Literature review by the researcher has shown that others have conducted research in the area of Deaf Education and implementation of cooperative learning towards academic achievement but there still exists a huge knowledge gap in the areas under investigation in this study. The study used qualitative approach. Semi-structured interview was chosen as the main data collection method. In addition to semi structured interview, non-participant observation was also used. In order to generate in depth knowledge of the phenomenon, purposive sampling was used to get participants of the study which involved six teachers teaching students with HI, eight students; four with HI and four hearing students and two Heads of school making a total of sixteen participants as the researcher’s target population. Data were analyzed using thematic analysis where interview transcription and coding was done to obtain the main themes. Presentation and discussion of the findings was done regarding the emerged themes and categories supported by the verbatim quotes from the participants. The study found that generally in both schools only special teachers apply cooperative learning and through this method both students with hearing impairment and hearing students improve their understanding in some of the subjects taught by special teachers. There is a negative perception among teachers towards the implementation of cooperative learning which limits their success in concentrating on the hearing-impaired students though the schools encourage cooperative learning to be used in class at all levels. A number of challenges that students with hearing impairment face during cooperative learning most of it being communication challenges. Also, hearing-impaired students seemed to be isolated during group discussion due to lack of vocabulary and misinterpretation of signs from hearing students. In both schools the available TLM and other equipments are not relevant neither modified to suit students with hearing impairment. This study recommends strategies and by laws in schools to be put in place to increase awareness among the teachers and students on the importance cooperative learning; teachers, peers and the community should be included because they are aware of what should be done to control these difficulties facing children with hearing impairment. The measures to be taken by teachers and other education stake holders to children with hearing impairment should be proper and accurate basing on their diversity for proper provision of teaching and learning material; there should be policy guideline from the government with clear implications and objectives in school curriculum adaptations and flexibility in terms of content and time for children with hearing impairment; this will ensure quality performance. intensive in-service training of teachers on Tanzanian Sign Language and methods of teaching Deaf learners; and more government allocation of resources to Deaf schools. The Ministry of Education in conjunction with Tanzania Institute of Curriculum Development and other stakeholders should revise and simplify the curriculum to suit the needs of Deaf learners.enCooperative learning.Hearing impairement.Learners.Inclusive secondary schools.Tanzania.Thesis