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Abstract
Efforts have been made to ensure inclusive learning opportunities for all students, including those from diverse backgrounds. One key strategy to enhance children’s learning and academic performance involves the thoughtful selection and application of instructional tools tailored to meet learners' specific needs. This study examines the impact of multimedia-based instruction on science achievement among deaf students at Wangsel Institute for the Deaf in Bhutan. Using a quasi-experimental design, the research compared pretest and post-test results between a control group and an experimental group. Data analysis included descriptive statistics (t-test) and ANCOVA. The findings indicated a statistically significant differences (p = .025) in the experimental group’s post-test scores (M = 9.60, SE = 0.39) compared to the control group (M = 8.16, SE = 0.42). The study concludes that multimedia-based teaching is an effective approach for science education among deaf students, and its integration into science lessons can positively influence overall academic performance.
Recommended Citation
Tshering, Cheten Mr. and Tshering Wangchuk
(2025)
"Multimedia-Based Interventions to Improve Science Learning Outcomes for Deaf students at Wangsel Institute for the Deaf.,"
Journal of Science Education for Students with Disabilities: Vol. 28
:
Iss.
1, Article 6.
DOI: 10.14448/jsesd.17.0002
Available at:
https://repository.rit.edu/jsesd/vol28/iss1/6
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