USING SUBTITLES IN AN INCLUSIVE EDUCATION SETTING AND IN THE TUTORING OF STUDENTS WITH HEARING DISORDERS IN SOME SECONDARY SCHOOLS IN BUEA MUNICIPALITY - CAMEROON
Abstract
The aim of this study was to investigate the Use of Subtitles in an Inclusive Education Setting and in the Tutoring of Students with Hearing Disorders in some Secondary Schools in Buea Municipality. Some related theories like the Mediated Mutual Reciprocity (MMR) Theory for Cognitive Enhancement by Tchombe (2019), the Social Learning Theory by Albert Bandura1977, Abraham Maslow’s Theory of Human Motivation 1943, and Psychoanalytic Theory of Personality Development by Sigmund Freud 1856-1939; were used to carry out this study. The study adopted a descriptive survey research design using mixed methods to collect people’s opinions and perceptions about a phenomenon over a given population area. The participants involved in this study were students with hearing disorders from Bilingual Grammar School (B.G.S.) Molyko, Government Technical High School (G.T.H.S.) Molyko, Government High School (G.H.S.) Bokwango and Saint Therese Bilingual Grammar School Molyko. The target population comprised of students with hearing disorders. A sample size of 61 students was used in all the schools mentioned above. Instruments such as a structured questionnaire and observation checklist were used to collect data from the field. The research instruments were pretested to establish their validity and reliability using the expertise of the University Supervisor and statistician. The quantitative and qualitative data collected were analysed in themes using the descriptive statistics and coded in statistical package for social sciences (SPSS). The results revealed that, there was a significant relationship between the usage of intralingual subtitles and the inclusive education setting and tutoring of students with hearing disorders (r = 0.282, p = 0.028). In addition, the results proved that there was no significant relationship between the use of interlingual and multilingual subtitles and the inclusive setting and the tutoring of students with hearing disabilities (r = 0.196, p = 0.130 and r = 0.166, p = 0.202, respectively). Furthermore, the results showed that the students did not encounter major challenges when taught by tutors using subtitles (z = - 9.033> /1.96/). Finally, from the observation checklist, the main difficulties faced by the students were that they could not attempt to repeat familiar words and that they could not turn to or move towards sound sources.
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