Comparative study on Mathematical achivement between Deaf and Normal studnets

CHAPTER-I
INTRODUCTION


1.1 Background of the Study

Mathematics is the queen of science and the language of nature. Evolutionary needs brought our mind to prefer knowledge that can be employed for the solution of specific problems in the real world rather than deeply abstract ones. It is an understandable and even excusable fallow that there are useful fields of maths and useful ones, based on the perception of their applied or theoretical nature. But it's still a misconception. Each there and discovery is a little piece of a larger puzzle that we conveniently categorize into aptly labeled are perceived and useful today because they are applicable is every field.
According to Sidhu (1990) "Mathematics is the numerical calculation related to human life and knowledge. It enables us to solve mathematical problem in our daily problem in our daily life, develop mental discipline through cultivating the habit of concentration and self –reliance. Prepare for technical job such as accounts, math teaching, auditing, engineering etc. and develop the power of thinking and reasoning. So, we had taken mathematics as a way of thinking means of communications and tools of reflexive thinking".

There is imbalance between population growth & agricultural production, because population growth rate is higher in comparison to agricultural production. Because of this situation, thousands of people are suffering from starvation & malnutrition. The numbers of handicapped people is increasing day by day, because of the starvation and malnutrition, which also cause loss in haring power. Heredity, loud sounds of vehicles & industries are loss responsible for increasing the number of deaf people. The deaf people can't study easily like normal students. They need special education for which different types of teaching learning materials, training & trained teachers are required.

As we glance on the history of Education for Deaf, the first special education was established in Handford C.T. in 1817 for the instruction of deaf by Rev. T. Gallander. In 1911, New Jersey, America because the first state to have compulsory education for deaf.

In Nepal, special education for handicapped started with the establishment of blind section in Laboratory School Kirtipur in 1964. In 1966, a school for deaf and visually impaired was established Bal Sangathan, Naxal in Nepal. After this non-government school for handicapped students, Khagendar Newajeevan Kendra run under Nepal Andha Apagha. In 1974 under the chairmanship of education ministry, a special education committee was established for the coordination of special education committee was established of special education programme and schools for deaf and visually impaired students. In 1981, schools for mentally handicapped were also established throughout the country. In 1985, Nepal Susta Sharwan Kalyan Sanstha was established in the economic support of Denish Federation of Hand of Hearing (LBH) for the preparations of teacher manual, teaching materials the management of been extended in Pokhara, Dharan, Rajbiraj, Bhairahawa and Surkhet. These deaf school are trying their best to educate the deaf children of deaf people receiving education has not been increased significantly, Hence it is obvious that quaantitive growth in the field of deaf education in Nepal is not satisfactory. Teaching deaf pupils is a more difficult and complex job than teaching normal pupils. Deaf school teachers need special educational training but training opportunities for them are scare because special education training instructions are abundant in the country.

It is already mentioned that mathematics education is necessary to almost all students whether they are normal or handicapped in their daily life. But some primary level students are also because of heredity & several other causes. It is not easy job to provide them education. So, it is now becoming the emerging challenge for the movement to manage quality education for the handicapped students. The emerging challenge for the government to manage quality education for the handicapped students.

Nepal government has made mathematics education compulsory subjects even in lower level. All the students including deaf & normal should be taught this subject. Method of teaching may be different according to the situation & desires like normal students. Deaf students have also their own needs & desired likes normal students. So, theses students are inspired to go to school and receive their education.

People behave with differently handicapped students in comparison to the normal students in our society. It is said that it is said it is the result of evil work of former birth. Because of this concept handicapped students are always dominated which leads them back than normal studies. These kinds of beliefs & behaviors are completely wrong. It is neither the result of evil work of former-birth nor the punishment of god. But, it is the result of malnutrition, careless of their parents & lack of knowledge. Deaf students are also a member of their parents & lack of knowledge. Deaf students in our concept towards deaf & handicapped students avoiding super situation and traditional behavior.

Deaf students can also work if they get good opportunities like normal students. They can be also an independent citizen if we provide them qualities education. So, every family, society & country should pay attention to create & provide them the favorable environment with love for vocational education & employment."

The ancient education of Nepal based on religious belief. Then after in the developmental stages of education Sanskrit education was popular. But in this modern era, various disciplines of education are in practice. However, mathematics was also included in curriculum alone with the development of education. Mathematics was prescribed & taught as a separate subject in primary level from the beginning of 20th century.

1. 2 Statement of the Problem
The problem of this study is mainly concerned with the comparison of mathematics achievement of grade seven normal & deaf students. So the study intends to answer the following questions:
I. Does the mathematics achievement of normal students differ from the deaf students in lower secondary level?
II. Does the mathematics achievement of normal boys differ from the deaf boys?
III. Does the mathematics achievement of normal girls differ from the deaf boys?
IV. Does the mathematics achievement of deaf boys differ from deaf girls in lower secondary level?
V. Does the mathematics achievement of lower secondary levels is differ by districts?

1. 3 Significance of the Study:
Mathematics plays the important role in daily life of human. Mathematics is the language of science and as such uses carefully defined terms and symbolic representation that enhance ability to communicate. Mathematics is an organized body of knowledge in which each proposition follows as a logical consequence of proved proposition or assumption. Everyone needs mathematics and deaf students cannot gain better education without it. The NESP curricula (1971) status the importance of mathematics in the following world: mathematics like language is a basis tool of communication. Daily transactions and communications involve the frequent use of mathematics concepts. These it is quite natural that mathematics language is school education. It is also says that a well grounded understanding of mathematics is an essential for every day life as for higher study in the field of science students determine how and in what aspect they could contributes how and in what aspect they could to the development of the nation. The community further, mathematics learning helps the students understand and interpret served important questions aspects of living.

Until now, no national-wide research study about comparative study on deaf student's achievement in mathematics has been undertaken in Nepaql, through some research reports and some mathematics or mathematics educations surrey tell that the majority of heaving handicapped students can't do better than that of their sighted fellows in mathematics with reference to this context but it has not been done any one research which one is further gripped get better achievement in mathematics education. So it is hoped that this research shall contribute to obtain and use the empirical data to formulate expended or evaluate the concerned theory or findings.
The significance of this can be summarized in the following points:
I. It will be helpful for the school mathematics teacher to evaluate their students' achievement.
II. It will be beneficial to importance the mathematics education programme, instruction and teaching learning of mathematics to both deaf and normal students.
III. The study is also deemed to be significant as it would open the doors for further research in this area.

1.4 Objective of the study
The following objective has been formulated in the study.
I. To compose the mathematics' achievement of normal and deaf students in lower secondary level.
II. To compare the mathematics achievements of normal boys and deaf boys.
III. To compare the mathematics achievement of normal girls and deaf girls.
IV. To compare the mathematics achievement of learn secondary.
V. To compare the mathematics achievements of learn secondary level students by districts.

1.5 Research Hypothesis:

The research hypothesis formulate for this study are as follow:
I. There is no significance difference in mathematics achievement of deaf students and normal students.
II. There is no significance difference in mathematics achievement of deaf students and normal students.
III. There is no significance difference in mathematics achievements of that achievement of normal girls and deaf girls.
IV. There is no significance difference in mathematics achievements of deaf girls and deaf boys.
V. There is no significance difference in mathematics achievement of lower secondary level deaf student's districts.

1.6 Statements of the statistical Hypothesis
1. (Null Hypothesis)
(Alternative Hypothesis)
Above are parametric means of mathematics achievement of normal and deaf students.
2. (Null Hypothesis)
(Alternative Hypothesis)
Above are parametric means of mathematics achievement of normal boys and deaf boys.
3. (Null Hypothesis)
(Alternative Hypothesis)
Where are parametric means of mathematics achievement of normal girls and deaf girls?
4. (Null Hypothesis)
(Alternative Hypothesis)
Where are parametric means of mathematics achievement of normal girls and deaf boys ?
5. (Null Hypothesis)
(Alternative Hypothesis)
Where are parametric means of mathematics achievement of normal boys and deaf students of Kathmandu and for the districts?

1.7 Delimitation of the Study
This study is not a broad study. So following will be the limitation of the study.
(i) Only two districts (Kathmandu and Gorkha) will be included in this study.
(ii) Only normal and deaf students of class seven will be treated at the lower secondary level.
(iii) Only government aided lower secondary schools have been included.
(iv) The entire course of mathematics of grade seven will be covered.



1.8 Definition of the Related Terms used
(a) Achievement

Achievement in the study is defined in terms of the score obtained by the students on achievement test prepared by the researcher.

(b) Handicapper students
Those students who are physical, mental and emotional deformity which adversely affect the daily activities.

(c) Deaf Students:
These students who cannot hear and speak clearly and who use symbolic language have been treated as deaf students. Those students whose physical fitness and capacitates are same to other normal healthy students but cannot hear and speak properly have been known as the deaf students.

According to Hallahan and Kauffman (1978), there are two types of deaf.
(i) The longentitally Deaf: Than who born deaf.
(ii) The adventitiously Deaf: Those who were born with normal hearing but in whom the sense of hearing become non function later through illness or accident.

(d) Normal Students
Those students who are differ from handicapped students.
(e) Special Education
Special education means specially designed instruction.

CHAPTER-II
REVIEW OF RELATED LITERATURE
Review of related literature is an exacting task calling for a deep insight and clear prospective of the over all field. The main purpose of review of related literature is to find out what works have been done in the area of the research problem under study and what have been done in the field of the research study being under taken.

The related literature of the study will be taken in and but side of Nepal, for related literature, textbook dictionaries, journal, articles, education ional rules and child right research report from individuals and institutional thesis report and internet information will be study.

This chapter focuses on the review of the related literature relevant to the purpose and question addversed in this study.

A study conducted by Neupane (2001) on the topic "Mathematics achievement of primary school children of various ethnic group in Nepal" including 500 grad five children and their parents graduals from five ethnic group of western Development Region in Nepal, shaved that mathematics achievement of the children various by ethnicity sex and locations. Parents involvement and solve biographical factors affects the mathematics achievement of children, achievement level of will areas children in mathematics was supervisor to that of the Tarai school' area.

Effect of gender difference in mathematics achievement has attracted the attention of many researchers. In many researchers the boys are found better performance thane girls on mathematics achievement test. The first international association for the Evaluation of education achievement mathematics (IEAM) conducted a study in twelve different countries and showed that sex was related to mathematics achievement in almost all countries, the boys' achievement score was higher than the girls (ERID) (1980) further reported that there was a great difference between the achievement of boys and girls.

Subedi (2001) made a study a "The effectiveness of mathematics teacher attitudes to towards the visually impaired/ blind student's achievement in integrated schools. This study included 26 teacher (untrained trained and specially trained) of nine integrated school and their 30 students in Bagmati Gandaki and Dhawalahy zones. He conduced that the specially trained teachers healed significantly better altitude towards the blind students than that of the trained teachers.
According to 'American Annals of the Deaf', with the world increasingly on mathematics and problem solving ,the poor mathematics performance of deaf and hard of hearing students is caused for concern learning to read and write is a challenge for most deaf children's.
'Scottish sensory center' boosting mathamatics skills in deaf children, presented on 24 April 2008, improving logic in order to promote deaf children's mathametics learning Department, 57 deaf children from 12 school participated in the study. Mean age of the children is 6 years 7 month. Deaf children at the start of primary school do not perform as well as hearing children on these logic tasks. Many deaf children never make much progress in matnematics. Very wide individual difference with about 55% performing at average or above average but in hearing children this percentage would be 50%.
According to the Journal of Deaf studies and Deaf education published by Oxford Journals on June 4, 2007 that all educational leaves, the hearing students performed significance better in solving the mathematical problems compared to their deaf peers although higher participant of deaf performed as well as the hearing middle school students who were the lowest scoring hearing group. This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. A total of 305 hearing (x=156) and deaf (x=149) participants from middle school, high school and collage participated in this study.
A research by Nobuo Masataka, "The Japan science Technology Arency Kyoto University result reveal that deaf can perform simple arithmetic substraction on non symbolic numerosities performance leavel of deaf were even higher than those of hearing adults who participated in the experiment as a control group on the other hand the performance levels of substraction of the deaf adults in the formal mathematics were lower than those of the hearing adults. The findings are argued in terms of the characteristics of cognitive capabilities the deaf adults acquired through there development.
According to "Math in Motion", by Kaili Chen, National Institute of Education, Singapore "Many deaf and hard of hearing students show a significant delay in learning math and as a result, then students may not be able to take advantage of many regular, unmodified activities in mathematics, they are often not given the opportunity to develop skills with in their ability and they do not learn to play math games or activities in the general education classroom.
A research was done by Thomas N. Kluwin on November 2001 among 215 students and 63 teachers addressed three concerns related to mainstreaming for hearing impaired students. Three conclusions can be drawn. First, student background factors are a primary determinant of achievement. Second, mainstreaming with an interpreter has no specific effect on achievement for hearing impaired students. Third, the quality of instruction is the prime determinant of achievement, regardless of placement. Deaf children find it challenging to develop mathematical learning because they generally have mathematical language problem solving is particularly difficult for deaf children as a sound language box is needed for putting observations into words or making predictions. Without these language skills deaf children becomes isolated in the learning environment and are unable to participate fully in group activities and mathematical discussion.
According to UNESCO (ISCED 1997) "the term 'special neededs education' has come into use as a replacement for the term 'special education'. The older term for mainly understood to refer to the education of children with disabilities that takes place in special school or Institutions distinct from and outside of the institutions of the regular school and university system. In many countries today a large proportion of disabled children are in fact education in institutions of the regular system."
Elizabeth Ray, Kelston Deaf Education center worked about deaf education and mathematics achievement. The conclusion of this research is that parental environment and comprehensive support in the home environment with a great emphasis on the use of mathematical research influenced mathematical development of deaf.
Adhikari K (1999) made a study on teachers' attitude towards the integration of hard of hearing deaf students in mathematics in general school. This study included 42 teachers of general schools from Jhapa, Morang, Sunsari, Illam, Udaipur and Dhankuta and concludes that there is significance difference in the attitudes of teachers working in general schools, resources and special schools for deaf towards the integration of hard of hearing deaf students in general schools. General school teachers' have a significantly more favourable attitudes than the special school teacher.
During 1997 K.P Ghimire purposed a study on "Teachers attitude towards the intregation of visually impaired students in mathematics in Nepalese normal school ". The study intended to compare the variables like sex length of experience tranning the variable like sex length of experience tranning and some catagory variables like rural and urban integration and non-intergration schools. The research concludes that:
a) School characteristics such are as management and location of the school donot differ significantly in teachers' attitude students in normal schools.
b) Teacher working in general and private schools do not differ significantly in their attitudes towards integration of visually impaired students in general school.
c) There is not significant difference in the attitude of teacher working in primary / secondary schools towards the integration of visually impaired students.

A study conducted by Furth (1964) has reported that deaf and normal students have equal intellectual ability which is the first investigation. Furth tested children on their ability to compare the concept of symmetry, sameness and opposites. He also found hearing impaired inferior to children those normal hearing and concluded that the cognitive abilities of deaf children are essentially unimpaired except in those care in which the particular concept is very dependent upon language experience fourth stress that deaf children perform worse than normal on intellectual test.

In Nepal, some students have been done to explore whether the achievement in mathematics is affected by the variables such as class size sex factor, teacher' qualification with and without use of intentional materials ethnic (group) and some students concerning scholastic achievement, child development in primary level or any particular grade. The present study differs from that of the existing research in the sense that it deals with a comparative study of mathematics achievement of normal and deaf students in primary level. Such study related has not been conducted get to study on this field so that it will be very helpful for those people who are interested in this domain.













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New school

its a great pleasure for me to get a chance to join a government school in kathmandu. i joined a higher sec school as a mathematics department head. i want to share this happiness with all the teachers. i know its little bit difficulty and chalenging but i know i can face and solve any kind of diffulties as well.