The Influence of Teachers' Inclusive Pedagogical Practices on the Academic Participation of Learners with Hearing Impairment in Public Secondary Schools in Tanzania

Abstract

The academic participation of learners with hearing impairment in inclusive secondary schools remains a major concern in Tanzania despite the government's commitment to inclusive education. This study focus to examine the Influence of Teachers' Inclusive Pedagogical Practices on the Academic Participation of Learners with Hearing Impairment in Tanzania. The study was guided Social Constructivist Theory, that provided a framework for understanding how classroom interaction contribute to learners' active engagement in the teaching and learning process. The study adopted a mixed-methods research approach using a convergent parallel research design. It was conducted in selected public secondary schools in Dar es Salaam City, involving a sample of 363 respondents selected through purposive and simple random sampling techniques. Quantitative data were collected using questionnaires administered to teachers, while qualitative data were obtained through semi-structured interviews with heads of schools. Quantitative data were analysed using descriptive statistics, Chi-square tests, and binary logistic regression, whereas qualitative data were analysed thematically using Braun and Clarke's six-step approach. Ethical principles, including informed consent, confidentiality, anonymity, voluntary participation, and the right to withdraw, were strictly observed throughout the study. The findings revealed that accessible classroom communication (p = 0.016), inclusive assessment ( p < 0.0001), and scaffolded support (p = 0.001) were significantly associated with improved academic participation of learners with hearing impairment. Binary logistic regression further established that inclusive assessment ( p = 0.013) and scaffolded support ( p = 0.027) remained significant predictors after adjustment for other variables. Although accessible classroom communication showed a significant crude association (p = 0.017), its effect became statistically non-significant after adjustment ( p = 0.108), indicating possible interaction with other inclusive practices. In contrast, differentiated instruction did not demonstrate a statistically significant association with learners' academic participation. Qualitative findings corroborated the quantitative results by revealing that teachers who employed visual instructional materials, repeated and clarified instructions, allowed flexible assessment formats, and provided scaffolded guidance enhanced learners' confidence, engagement, and participation in classroom learning. The study concludes that inclusive assessment and scaffolded instructional support are the most influential pedagogical practices for improving the academic participation of learners with hearing impairment in public secondary schools. It recommends strengthening continuous professional development programmes to enhance teachers' competencies in inclusive assessment, scaffolded instruction, accessible classroom communication, and effective implementation of differentiated instructional strategies.