LEARNING BEYOND SIGHT AND SOUND: THE ROLE OF MULTI-SENSORY APPROACH IN SHAPING MEASURING SKILLS IN DEAFBLIND LEARNERS

Dellilah Masayi, Joel W. Okutoyi, Micheal Charles Were

Abstract


Measuring skills are a backbone to independent. For one to go to workplace, cook, wash and even purchase items, measuring skills are needed The study therefor explored the effectiveness of multisensory learning strategies on development of measuring skills among Deafblind learners in foundation stage in Kenya. Mixed research approach with descriptive survey design was adopted. The target population of fifty two (52) learners in foundation stage of learning and twenty eight (28) teachers was derived from five institutions for Deafblind learners in Kenya. A sample population of forty four (44) learners and twenty five (25) teachers were incorporated in the study. The data collection tools included teachers’ questionnaires, open observation guide and teacher’s interviews. The key findings of this study were that the level of development of measuring skills among learners who are deafblind is still low (M = 1,86) which was rated as approaching expectations (AE). Multisensory learning approach (MLA) also have a statistically significant influence on development of measuring skills among learners in foundation stage in Kenya (β = 0.348, t = 2.401, p = .021). This study recommends that the frequency and intensity of adoption of multisensory learning approach among learners who are deafblind should be increased.

Keywords


measuring skills, foundation learning, pre-numeracy, multi-sensory, deafblind, mathematics

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i4.6703

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