Abstract:
This study's objective was to determine how educational methods at CJSM Ngoma Inclusive
School in Huye district, Rwanda, have an impact on hearing-impaired students' academic
performance. The investigation that underlies this study had the following objectives: Identify the
instructional methods that are currently being used to teach hearing impaired student at CJSM
Ngoma Inclusive school; Determine the effectiveness of the instructional methods currently being
used to teach to teach hearing impaired students at CJSM Ngoma Inclusive school; Explore
alternative instructional methods that could potentially improve the academic performance of
hearing impaired students at CJSM Ngoma Inclusive school; Provide recommendations for
improving the academic performance of hearing impaired students at CJSM Ngoma inclusive
school based on the findings of the study. All hearing-impaired students were the target population
for the study. at CJSM Ngoma inclusive school at Huye district. Descriptive survey design was the
type of research that underlies this investigation. Instruments which are questionnaires, interviews
and observation schedule list were used in collecting data. To choose students, simple random
sampling used with purpose for Hearing impaired and hearing children. Key participants in my
study were Head teacher, deputy head teachers, teachers, students who have hearing loss, and
hearing students from CJSM Ngoma inclusive school. In content validity Unclear instructions,
questions in groups, and questions with improper wording were opened and cross-checked. The
test-and-retest method was used to establish reliability that involve distributing the same
questionnaires to the same respondents at intervals of two weeks, comparing the results. In all 498 respondents were took part in the study. The data compiled using frequencies and percentages. The final chapter presented a brief and summary of the findings based on the presentations and establish conclusions as well as recommendations focused on the findings from chapter four.
