Unveiling the barriers to academic achievement among learners with hearing impairment in Tanzania: Experience from Njombe Viziwi Secondary School

Abstract

This study explored barriers to academic achievement among learners with hearing impairment in Tanzania. The study was motivated by the recognition that academic difficulties among learners with hearing impairment may arise not only from hearing loss itself but also from communication, instructional, technological, interpersonal, assessment, and environmental conditions within the school. The study was informed by Social Model of Disability. A qualitative research approach guided by a phenomenological design was employed to obtain an in-depth understanding of participants’ lived experiences and interpretations of barriers affecting learning and academic achievement. The study was conducted at Njombe Viziwi Secondary School, which was purposively selected because it provides secondary education to learners with hearing impairment. Participants were purposively selected from learners with hearing impairment secondary schools, teachers, and school administrators based on their direct experience and knowledge of the phenomenon, with recruitment guided by data saturation. Data were collected through semi-structured in-depth interviews, including appropriate communication support such as Tanzanian Sign Language where necessary. The interviews explored participants’ experiences concerning communication, classroom participation, teaching practices, learning resources, assistive technologies, teacher preparedness, assessment, learning environments, and institutional support. Data were analysed thematically using Braun and Clarke’s six-phase framework, while ethical principles of informed consent, voluntary participation, confidentiality, anonymity, privacy, and the right to withdraw were observed. The findings generated five main interconnected barriers: limited access to effective communication and sign language, inadequate learning resources and assistive technology, limited teacher competence in inclusive pedagogy, communication barriers with peers and teachers, and inaccessible assessment and learning environments. The findings demonstrate that learners may understand academic content but still experience difficulty accessing instruction, participating in classroom interaction, communicating their knowledge, and demonstrating achievement when educational practices remain predominantly auditory or insufficiently adapted. The study therefore concludes that meaningful inclusion cannot be achieved through physical placement alone. It requires accessible communication, competent inclusive pedagogy, adequate assistive technologies and visual resources, supportive peer interaction, and accessible classroom and assessment environments. The study recommends an integrated institutional response involving strengthened sign-language support, improved provision and utilisation of assistive technologies, continuous teacher professional development, inclusive peer interaction, accessible assessment procedures, improved classroom conditions, adequate funding, and regular monitoring to ensure that inclusive education is translated into everyday practice and meaningful academic participation.