Impact of Innovative Approach on Self-Evaluation Skills of Children with Hearing Impairment in Ekan Primary School in Mangu Local Government Area of Plateau State

This study examined the impact of an innovative teaching approach on the development of self-evaluation skills among children with hearing impairment in primary schools in the Mangu Local Government Area of the Plateau State. Self-evaluation, a key component of metacognitive learning, enables learners to reflect on their academic performance, set goals, and identify areas of improvement. The study employed a quasi-experimental design involving 40 pupils selected from two special education primary schools using purposive sampling. The experimental group was exposed to a structured program integrating visual aids, guided reflection activities, and self-assessment checklists aimed at enhancing their self-evaluation abilities. The control group received traditional instruction without targeted self-evaluation support. Data were collected using the Self-Evaluation Skills Assessment Scale (SESAS) and analyzed using the mean scores and t-tests. The results indicated a significant improvement in the self-evaluation skills of the experimental group, highlighting the effectiveness of innovative, learner-centered strategies in promoting self-awareness and independent learning among children with hearing impairment. The study recommends incorporating self-evaluation frameworks into classroom practices to empower learners with hearing impairments to take greater ownership of their learning process.