Influence of Parental Communication with Teachers on Learning Outcomes of Learners with Hearing Impairment in Public Special Primary Schools in Kisumu Central County, Kenya

Numerous research conducted globally have demonstrated a significant correlation between increased parental involvement and improved academic performance in children with hearing impairment. Involving parents is essential for offering assistance and creating an ideal learning environment. This study therefore, examined the influence of parental communication with teachers on the learning outcomes of learners with hearing impairment in public special primary schools in Kisumu Central County, Kenya. The sociocultural theory of learning served as the study foundation, highlighting the influence of social interactions and cultural environment on learning and development. The study utilised a concurrent embedded research design and included a total target population of 673 individuals, comprising of 45 executive members of the Parents Teachers Association (PTA), 550 learners with hearing impairment, 75 teachers and 3 headteachers from public special primary schools in Kisumu County. A sample size of 248 respondents was obtained utilising Krejcie and Morgan table for sampling, 17 PTA executive members of the Parents Teachers Association (PTA), 201 learners with hearing impairments, 27 teachers and 3 headteachers. The PTA executive members and teachers were selected by simple random selection, while the headteachers were picked through the use of purposeful sampling. Learners with hearing impairment were selected through stratified sampling technique basing on grade levels, then followed by a simple random sampling. Structured questionnaires were given to teachers as part of data gathering techniques, and head teachers and PTA members were interviewed. The test-retest reliability technique was utilised to evaluate the validity and reliability of the research instruments. The results showed a Cronbach's alpha correlation coefficient of 0.70, which was considered suitable for the study. Quantitative procedures included frequency, mean, and standard deviation, whereas qualitative techniques comprised theme analysis and coding. This dual-method approach gave a comprehensive picture of parental communication, expanding insights and interpreting results. The findings showed that promoting good communication between parents and teachers improves learning outcomes for hearing-impaired learners, emphasising the importance of confidence, support and inclusion in offering fair educational opportunities. The recommendations included techniques for strengthening communication practices to assist the educational growth of learners with hearing impairments.