The impact of using Bruner's approach, supported by total communication, on the mathematics achievement of students with hearing disabilities in Amman schools

Abstract

This study aimed at investigating the impact using Bruner's approach, developed and supported with the total communication method, has on the achievement of hearing disabilities and hearing-impaired mathematics students, in Amman schools; and to investigate these students' attitudes towards this approach. The study sample consisted of 60 hearing disabilities students, randomly and equally assigned to two groups, an experimental and a control group. The experimental group is comprised of students that studied using Bruner's strategy supported by total communication. Conversely, the control group's students were taught with the traditional method, without integrating Bruner's approach. To answer the questions of the study, the researcher developed and used an achievement and attitudes scale specific to this study, for which validity and reliability were verified. The results show that there is a statistically significant difference (a= 0.05) between the two arthematic means of hearing disabilities students on the achievement scale in favor of the experimental group, along with more positive attitudes of hearing disabilities students towards the approach used, with a trend ratio of 85.4%. In light of the findings, the researcher recommends the use of modern educational strategies such as the Bruner approach, supported by total communication, in the rehabilitation and training of students with hearing disabilities.