A new teaching strategy for hearing impaired pupils in Iraq: Aspects of mathematics and science for pupils aged 9-14 years.

  • Nadia-Shaaban Mustafa

Student thesis: Doctoral ThesisPhD


The study is concerned with the development of a teaching strategy suited to the specific needs of hearing impaired children. It was conducted in the last three grades in primary special schools for hearing impaired children in Baghdad. The teaching method was based around worksheets and materials in a resource-based learning context to enhance pupil understanding in the subject areas of mathematics and general science. The learning materials and the teaching method were used in one special school for hearing impaired as a pilot trial. The pupils and their teachers confirmed that the materials and method were easy to follow; knowledge and, unexpectedly, spoken and written language improved. For the field trial a language test was developed and validated. The six schools in the field trial were divided into two groups: experimental and control. The new teaching strategy was used with the experimental group; the control group, however, remained with the old method by using the same content of mathematics and science. Within these two groups there were matching grades, as well as matching pairs in the three grades to facilitate the statistical comparison between the pre- and post-tests. The methods for collecting information before, during and after the course were: pre- and post-tests (language and content), which were used with both groups. Observation, record cards and interviews with teachers and pupils were used with the experimental group. Some individuals in the control groups were observed (matched pairs.The pupils in the experimental group showed a marked improvement after only six weeks in their knowledge, as well as in their language tests. However, the control group neither improve their language nor their knowledge in mathematics. The new teaching method and materials improved the pupils' performance in the experimental group.
Date of Award1985
Original languageEnglish
Awarding Institution
  • University of Bath

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