Authors: Joan Jeremiah 1*, Lazarus Millan Okello2, Eliud Oyoo 3
1,2&3Rongo University, Department of Educational Psychology and Science
P.O. Box 103-40404 RONGO.
Co. Author Email: joanjeremiah5@gmail.com
Abstract: Special education aims to ensure that learners with disabilities receive appropriate instruction that addresses their unique educational needs. Despite policies promoting inclusive and specialized education, learners with hearing impairment continue to record lower academic achievement than their peers with normal hearing. The study sought to examine the role of differentiated evidence-based learning approaches in the academic achievement of learners with hearing impairment in special primary schools in Kisii County, Kenya. A cross-sectional survey design was employed by the study,involving a sample of 112 purposively selected Grade 4 and Grade 5 learners with hearing impairment from a population of 482 learners, as well as teachers, headteachers, and curriculum support officers. Quantitative data were collected using questionnaires, while qualitative data were obtained through interview schedules and observation checklists. Instrument reliability was established using the test-retest method (r = .76). Quantitative data were analysed using descriptive statistics and analysis of variance, while qualitative data were analysed thematically. The findings indicated that differentiated evidence-based learning approaches significantly contributed to learners’ academic achievement (F(18,17) = 4.952, p = .001). Similarly, differentiated evidence-based assessment approaches significantly enhanced academic achievement (F(10,25) = 2.586, p = .026). Teachers’ positive attitudes towards implementing differentiated learning and assessment approaches were also associated with improved academic achievement. The study concluded that differentiated evidence-based instructional and assessment practices play an important role in improving the academic achievement of learners with hearing impairment. It recommends strengthening teacher capacity through continuous professional development and institutional support to enhance the effective implementation of differentiated evidence-based practices in special primary schools.
Keywords: Differentiated Evidence, Exemplary Academic Performance, Hearing Impaired Learners, Learning Approaches
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Suggested Citation
Jeremiah, J., Okello, L.M., and Oyoo, E. (2026). The Role Of Differentiated Evidence-Based Learning Approaches In Improving Academic Performance Of Learners With Hearing Impairment. African Research Journal of Education and Social Sciences, 13(2), 14-28. Available at https://arjess.org/uploads/role-of-differentiated-evidence-based-learning-approaches-in-improving-academic-performance-of-learners-with-hearing-impairment.pdf
