Implementation lapses of the GCE O/L English language subject curriculum content on learners with hearing impairment

November 2020 | IJERR

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Published: 14 November 2020


The Cameroon General Certificate of Education (GCE) has witnessed a significantly low performance in the past few years in the Ordinary Level English language subject examination at the National level, but that of learners with hearing impairment (HI) has been dismally very low. This paper investigates this dreary performance from the perspective of the organization of the curriculum content. It seeks to know how the organization of the content of the English language subject curriculum influences the academic performance of learners with hearing impairment at this examination. Anchored on Piaget’s (1896-1986) Cognitive Theory and Vygotsky’s (1978) Theory of Social Constructivism, the study adopts a mixed method design with data collected through questionnaire, interviews, observation checklists and a test. Purposive sampling techniques guided the choice of respondents. Descriptive and inferential statistics were used to analyze the data collected with hypothesis verified through a chi-square test. The statistical analyses used were presented by way of bar charts. The findings revealed a significant relationship between the organization of the content of the GCE O/L English Language curriculum and the academic performance of learners with hearing impairment. The search revealed that content and subject objectives do not reflect the needs of learners with special needs. No special consideration is given to this group with regard to the language subject despite their impairment. Hence Curriculum designers in conjunction with the government and the GCE Board officials should consider redesigning the language curriculum taking the needs of this group into consideration


Curriculum content, hearing impairment, implementation curriculum and performance

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