This document summarizes a study that compares the effectiveness of captioned video instruction versus face-to-face instruction for teaching abstract concepts to hearing impaired students. The study used a quasi-experimental design with 30 student samples split into two groups - one exposed to captioned video and one to face-to-face instruction. Results showed that while both instructional methods improved student outcomes, captioned video instruction was more effective at teaching abstract concepts to hearing impaired students. The study thus supports using modified instructional strategies like captioned videos to improve learning for hearing impaired students.

1. 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)

2. 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.

3. 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.

4. 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.

5. REVIEW OF LITERATURE
Antonysamy (1989)
Karpagakumaravel (1990 )
Idayarani (1991 )
Ummed (1995)
Rameshari (1996)

6. 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.

7. 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

8. 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.

9. 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.

10. 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.

11. 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.

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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.

19. REFERENCE
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Bakken, J., Mastropieri, M., & Scruggs, T. (1997). Reading comprehension of
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Barker, L. P. (2003). Computer-assisted vocabulary acquisition: The CSLU vocabulary
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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
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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
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