Effects of Mediated Learning Experiences for Hard of Hearing Children on Language Development

Abstract

The present study aimed at determining the effect of an educational intervention in enhancing the Amharic
language level of grade one students, particularly focusing on Mediated Learning Experiences (MLE) and
instruction strategies from teachers. The intervention was applied in two comparatively equal sized
government primary schools with 200 students divided equally between experimental and control groups. All
of the students who took part were of low socioeconomic status. The key objective was to determine whether
MLE would be able to bring about language development, in hearing impaired and hearing students. To
collect data, the research performed audiometric tests for the diagnosis of hearing impairment, the
application of sound level meters to ascertain ambient noise in classrooms, and standardized testing for
ascertaining language capacity. Results showed that 13.5% of the test participants experienced some form of
hearing impairment. Ambient noise in classrooms was found to be a significant auditory impediment to
learning. The outcome was that the intervention based on MLE had a very positive impact on the language
acquisition of the total group, as well as on both hearing and hard-of-hearing students. The intervention
recipients also showed notable improvement in their Amharic language when compared to the control group.
Ultimately, the innovative research highlights the accessibility and possibility of the MLE approach. In
promoting active participation and cognitive interaction, MLE was a valuable practice to enhance disparate
learners. The effective implementation of this approach in this setting reveals that flexibility and
accommodativeness could be made. teaching methodologies an intrinsic part of the primary school syllabus to
ensure equal and effective learning for all students regardless of their hearing or socio-economic
requirements.