Interaction Effects of Gender and Instructional Strategies on Achievements in Library Use Instruction by Students with Hearing Impairment

Abstract

This study investigated the interaction effects of gender, captioned video instruction and face to face instruction on the performance in library use instruction of secondary school students with hearing impairment. The study adopted the quasi-experimental pre-test, post -test control group design. This study employed two treatment groups comprising captioned video instruction group and face to face instruction group as well as a control group. Gender was at two levels of male and female. Two research instruments, Library Use Instruction Test and Library Practical Use Checklist were used as data collection tools. The study concluded that gender and instructional strategy have no interaction effects on achievement in library instructions by persons with hearing impairment