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A COMPARATIVE STUDY OF CAPTIONED VIDEO AND FACE-TO-FACE INSTRUCTION IN TEACHING ABSTRACT CONCEPTS TO THE HEARING IMPAIRMENT STUDENTS
 

A COMPARATIVE STUDY OF CAPTIONED VIDEO AND FACE-TO-FACE INSTRUCTION IN TEACHING ABSTRACT CONCEPTS TO THE HEARING IMPAIRMENT STUDENTS

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This my Mini Project work done in my Master of Education in Special Education.

This my Mini Project work done in my Master of Education in Special Education.

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    A COMPARATIVE STUDY OF CAPTIONED VIDEO AND FACE-TO-FACE INSTRUCTION IN TEACHING ABSTRACT CONCEPTS TO THE HEARING IMPAIRMENT STUDENTS A COMPARATIVE STUDY OF CAPTIONED VIDEO AND FACE-TO-FACE INSTRUCTION IN TEACHING ABSTRACT CONCEPTS TO THE HEARING IMPAIRMENT STUDENTS Presentation Transcript

    • A COMPARATIVE STUDY OF CAPTIONED VIDEO AND FACE-TO-FACE INSTRUCTION IN TEACHING ABSTRACT CONCEPTS TO THE HEARING IMPAIRMENT STUDENTS Research Done By S.Anushiya (Research Scholar- ADU)
    • A Brief Overview 30 samples Two Experimental Group Quasi Experimental Method Independent Variable - gender, degree of hearing loss and type of schooling Dependent Variable - to find out the effectiveness of captioned video assisted instruction in learning abstract concepts over face to face interaction method for children with hearing impairment. Tool – Activity book, Flash Cards, and Captioned Video Assisted Instruction Result- the captioned video assisted instruction increases and accelerates the learning process.
    • INTRODUCTION When working with a hearing impaired student, many adaptations need to be made. We do make curriculum adaptations (pictorial representation for the complex words) for the students with hearing impairment. This gives the student much more accessibility to the classroom and the lessons being taught. Most of the curriculum adaptations are hardcopies and they are available in the market. But in this aspect many materials are originated in English Language which is an exception to Hearing Impaired Students.
    • Advancement in Technology – Since we are in the era of Technology. It improves the attention span of the individual He is able to learn the spellings without errors. More over it also deals with the psychological aspect of an individual; personally he attains a high self esteem with the change in the pattern of teaching and learning and also develops positive emotions. Thus a a comparative study was made using captioned Video and Face-to-Face Instruction in teaching abstract concepts for the Hearing Impairment Students.
    • REVIEW OF LITERATURE Antonysamy (1989) Karpagakumaravel (1990 ) Idayarani (1991 ) Ummed (1995) Rameshari (1996)
    • NEED FOR THE STUDY The day may not be very far off when most Indian classrooms have a computer. Everyday teaching through computers can then become possible. We would like to see some evidence that the use of computers for teaching enhances learning in demonstrable ways. Most science teaching material available for use by teachers was not able to accommodate the individual with special needs.
    • OBJECTIVES Identify the Hearing impaired children belonging to secondary level. To develop and validate video programmes in teaching abstract concepts to Hearing Impaired students. To develop a package related to abstract concepts, using Captioned Videos and activity booklets. To find out the effectiveness of Captioned Video in learning abstract concepts over face to face interaction method. To find out the difference between the study habits and achievement of the students in acquiring abstract concepts
    • HYPOTHESIS The following null hypotheses were tested in this study: 1. There will be no significant difference in the performance on the post test of students exposed to face-to-face instruction. 2. There will be no significant difference in the performance on the post-test of students exposed to Captioned video instruction. 3. There will be no significant difference in the performance of students exposed to face-to-face instruction and captioned video instruction.
    • SCOPE OF THE STUDY Facilitates the use of technology in teaching and learning environment. Development of captioned video assisted instruction enhances better comperhension of abstract concepts and activites. Adapts various methods to inculcate knowledge development. Assist in the comprehension of understanding feelings and attributes through joyful learning and facilitates self learning and self evaluation. Which in turn raises the self esteem of the individual.
    • Assist the teacher to provide equal importance to students with hearing impairment in a regular classroom. Enables the professionals to plan and develop various programmes regarding adapted computer asiisted instruction for teaching and learning of hearing impaired students. Enables the policy makers to include adapted computer assisted intruction as one of the major aspect in educational process for a student with hearing impairment. Serves as a guide for the researchers to undertake further studies in adapted computer assisted instruction for developing an advanced teching learning material.
    • LIMITATION OF THE STUDY Subjects are be limited to 6th , 7th, 8th standard students. Selection of samples to only participants who give permission for data collection. Profound hearing loss sample were excluded from the study because of lack of number of adequate sample.
    • METHODOLOGY Quasi-experimental design Samples are taken from the Special and Inclusive schools. A total sample of 30 students made up of 15 boys and 15 girls participated in the study. Experimental group I was exposed to captioned video instruction Experimental group II was exposed to face-to-face instruction
    • RESULTS AND DISCUSSION There is no significant difference in the performance on the post test of students exposed to face-to-face instruction with respect to gender, degree of hearing loss and type of schooling. 18 16 14 12 10 8 6 4 2 0 15.6 15.27 14.9 12.6 11.2 11 0 Gender 9.7 0 Type of School Degree of Hearing Loss
    • There is no significant difference in the performance on the post test of students exposed to captioned video assisted instruction with respect to gender, degree of hearing loss and type of schooling. 40 35 30 25 20 15 10 5 0 36 32.87 32.2 32 29 0 Gender 36 26 0 Type of School Degree of Hearing Loss
    • There is no significant difference in the performance of students exposed to face-to-face instruction and captioned video assisted instruction. Gender 35 32.87 32.2 30 25 20 15 15.6 11 10 5 0 Experimental Group I Experimental Group II Boys Girls
    • Type of Schooling 40 36 35 29 30 25 20 15 Special School 15.27 11.2 10 5 0 Experimental Group I Experimental Group II Inclusive School
    • Degree of Hearing Loss 40 36 35 32 30 26 25 Mild Hearing Loss 20 Moderate Hearing Loss 15 10 14.9 12.6 9.7 5 0 Experimental Group I Experimental Group II Severe Hearing Loss
    • CONCLUSION The study found that the learning outcomes of subjects exposed to the two instructional strategies improved significantly. But Captioned Video Assisted instructional strategies is effective in teaching abstract concepts to persons with hearing impairment. This implies that various instructional strategies designed for persons with normal hearing could be modified and gainfully used in instructing persons with hearing impairment especially on teaching abstract concepts.
    • REFERENCE Andrews, J. F., & Jordan, D. L. (1998). Multimedia stories for deaf children. Teaching Exceptional Children, 30(5), 28-33. Bakken, J., Mastropieri, M., & Scruggs, T. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. The Journal of Special Education, 31, 300-24. Barker, L. P. (2003). Computer-assisted vocabulary acquisition: The CSLU vocabulary tutor in oral-deaf education. Journal of Deaf Studies and Deaf Education, 8 (2), 187198. Boulineau, T., Fore III, C., Hagen-burke, S., & Burke, M. D. (2004). Use of storymapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disabilities Quarterly, 27, 105-121. Burke, J. (2003). The main idea organizer. Voices from the Middle, 10 (3), 52-53. Chang, B. L. (1987). A study of the language ability of main-streamed students with hearing impairment. Journal of Special Education Research, 3, 119-134. [in Chinese] Chang, B. L. (1989). A study of the language ability of students with hearing impairment. Journal of Special Education Research, 5, 165-204. [in Chinese] Chi, B. S. (2000). An analysis of reading comprehension of students with hearing impairment. Journal of Taiwan Education College, 14, 155-187. [in Chinese]