Effects of Adjectives and Adverbs on Visually Impaired Students in Depicting Contents and Enhancing Retention in Inclusive Classrooms in Katsina State, Nigeria

Authors

  • Abdulkadir Jibrin Arabic Department, Federal College of Education, Katsina, Nigeria
  • Zakariya’u Musa Doka Early Childhood Care Education Department, Federal College of Education, Katsina, Nigeria
  • Zakariya’u Isah Arabic Department, Federal College of Education, Katsina, Nigeria
  • Isma’ila Salisu Primary Education Department, Federal College of Education, Katsina, Nigeria

DOI:

https://doi.org/10.54536/jnll.v2i1.3348

Keywords:

Inclusive education, Visual impairment, Adjectives, Adverbs, Content depiction, Retention

Abstract

This study investigated the impact of adjectives and adverbs on the content depiction and retention of visually impaired students within a Nigerian context. By employing a mixed-methods approach, the research examined the effects of these linguistic elements on students’ comprehension, engagement, and overall learning experience. The findings revealed a significant positive correlation between using adjectives and adverbs and students’ academic performance. Students perceived descriptive language as enhancing their understanding, imagination, and recall of information. Teachers predominantly incorporated adjectives and adverbs in their instruction, aligning with inclusive education principles. However, variations in the frequency and priority of descriptive language usage among teachers were observed. The study concludes that incorporating adjectives and adverbs into teaching practices significantly benefits visually impaired students by improving their content depiction and retention. These findings underscore the importance of descriptive language in creating inclusive and engaging learning environments for all students. Further research is recommended to explore the long-term effects of descriptive language on student outcomes and to develop specific pedagogical strategies for maximizing its impact on visually impaired learners.

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Published

2024-10-22

How to Cite

Jibrin, A., Doka, Z. M., Isah, Z., & Salisu, I. (2024). Effects of Adjectives and Adverbs on Visually Impaired Students in Depicting Contents and Enhancing Retention in Inclusive Classrooms in Katsina State, Nigeria. Journal of Natural Language and Linguistics, 2(1), 106–115. https://doi.org/10.54536/jnll.v2i1.3348