Abstract—The purpose of this study is to identify the
effectiveness of graphic design learning module based on
technology and deaf student learning styles towards deaf
students’ comprehension and skills using parametric test. Deaf
students require a different learning approach compared to
normal students in ensuring their mastery in specific skills.
Undoubtfully, sign language has become an impediment in
dilevering message when some teachnical terms were not able be
interpreted to sign language. The available language
interpreters are on voluntary basis and are restricted to time,
distant location and skills. To add to this, deaf student have
weak memory to remember the lesson. In evaluating them, quiz
has been used to evaluate their understanding through
parametric testing paired sample t test. While project-type
assignment has been used to evaluate skills through parametric
testing one sample t test. Findings of the study a significant
difference in pretest (mean = 15.54, S.D = 1.989, n = 15) and
posttest (mean = 78.15, S.D = 2.832, n = 15) for all topics.
Subsequently, posttest towards project shows significant
difference on skills achievement (t(15) = 23.822, p <. 05)
especially on high inference value campared to others topics. In
conclusions, parametric testing proves that graphic design
learning module based on technology and deaf student learning
styles towards deaf student comprehension and skills are
significant.
Index Terms—Parametric, graphic design, deaf students,
technology, learning styles.
Zainuddin Ibrahim is with the Universiti Teknologi MARA, Malaysia
(e-mail: macintag_01@salam.uitm.edu.my).
Norlidah Alias was with University of Malaya, Malaysia. She is now with
the Department of Curriculum and Instructional Technology, Education,
Malaysia (e-mail: drnorlidah@um.edu.my).
Abu Bakar Nordin is with the University of Malaya, Malaysia (e-mail:
a_bakarnordin@um.edu.my).
Cite: Zainuddin Ibrahim, Norlidah Alias, and Abu Bakar Nordin, "Parametric Evaluation of Deaf Students’ Comprehension and Skills," International Journal of Information and Education Technology vol. 7, no. 3, pp. 217-222, 2017.