Effectiveness of using Assistive Technology on Academic Performance among Secondary School Students with Hearing Impairment in Kenya

Lucy Wanjira Mwangi
Department Educational Psychology, School of Education
University of Eldoret, Kenya
Email: lucywanjiram@gmail.com

Abstract: Learners with hearing impairment in Kenyan secondary schools continue to face significant academic challenges, largely due to communication barriers and limited access to assistive technology (AT). Despite inclusive education policies and growing global recognition of AT’s potential to enhance learning, implementation remains inconsistent and under-resourced, particularly in rural areas. The purpose of this study was to examine the effectiveness of assistive technology in improving academic performance among secondary school students with hearing impairment in Kenya. The study employed a descriptive research design based on secondary data obtained from government reports, academic journals, institutional records, and published studies from 2019 to 2024. Document and content analysis were used to examine trends in AT implementation and its impact on learner performance, retention, and engagement. Findings revealed that learners with access to AT—such as hearing aids, captioned content, (frequency modulation (FM) systems, and speech-to-text applications—demonstrated improved academic outcomes, classroom participation, and confidence. Schools with trained teachers, supportive leadership, and consistent AT maintenance reported better learner performance compared to those without such support. However, disparities in access, lack of technical expertise, and inadequate policy enforcement limited AT effectiveness in many institutions. The study concludes that while assistive technology significantly enhances academic performance among students with hearing impairment, its success depends on sustained investment, teacher training, and inclusive education practices. It is recommended that stakeholders strengthen teacher capacity, enhance infrastructure, integrate AT into curricula, and promote collaboration between schools, communities, and policymakers.