Abstract

This study investigated whether a blended learning approach improves English alphabet concepts among primary-level children with hearing impairment. A quasi-experimental pre-test–post-test design was used with 10 students (ages 8–11) from a special school in Kerala, India, divided into an experimental group (blended learning) and a control group (traditional teaching). A researcher-developed alphabet test (maximum score 26) assessed skills such as identifying, locating, and matching letters with pictures. Non-parametric statistics were applied due to the small sample size. Pre-test results showed no meaningful difference between groups, indicating comparable initial alphabet knowledge. Both groups improved after instruction, but the experimental group’s mean score rose sharply compared to the control group, which showed only modest gains. Post-test analysis confirmed a statistically significant advantage for the blended learning group. The findings indicate that visually supported, technology-based blended instruction is more effective than traditional methods for developing foundational alphabet skills in children with hearing impairment at the primary level, and they support integrating such approaches into inclusive and special education practice.