An analysis of Academic Performance of Students with Hearing Impairment in Tanzania Secondary Schools

This study focused on analysis of academic performance of students with hearing impairment in secondary schools in Tanzania. The study used both qualitative and quantitative research approaches. Three secondary schools from Njombe and Iringa regions were purposively sampled. A total of 90 respondents of different categories were involved in the investigation. Respondents were selected using purposive and stratified random sampling techniques. The findings indicated that a large number of students with hearing impairment have poor academic performance for various reasons, including lack of trained teachers, lack of common medium of communication as well as shortage of learning materials and specialized equipments for students with hearing impairment, lack of in-service training and motivation for teachers of students with hearing impaired students. The study recommends that the government have in place a policy on the use of sign language and review the current teacher education curriculum for students with hearing impairment so as to integrate it in the content of Sign Language skills. There is also a need for the government to set aside a budget for issues pertaining to the education of students with hearing impairment in secondary schools as well as for motivating specialist teachers