ISSN 2664-4002 (Print) & ISSN 2664-6714 (Online) South Asian Research Journal of Humanities and Social Sciences Abbreviated Key Title: South Asian Res J Human Soc Sci | Volume-3 | Issue-5 | Sept-Oct -2021 | DOI: 10.36346/sarjhss.2021.v03i05.007 Copyright © 2021 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-NC 4.0) which permits unrestricted use, distribution, and reproduction in any medium for non- commercial use provided the original author and source are credited. © South Asian Research Publication, Bangladesh Journal Homepage: www.sarpublication.com 303 Original Research Article Evaluation of the Physics Curriculum Content Suitability for Learners with Hearing Impairment in Selected Secondary Schools for Learners with Hearing Impairment in Kenya and its Effect on Performance Mulama Emmanuel Nandwa 1* , Dr. Okutoyi Joel 2 , Dr. Risper Watindi 3 1 School of Education, Mount Kenya University, Room 212, Second Floor, Alumni Plaza, Mount Kenya University, General Kago Rd, Thika, Kenya 2 Lecturer, School of Education, Maseno University, Kondele Kisumu-Busia Rd Maseno, Kisumu, Kenya 3 Lecturer, School of Education, Mount Kenya University, Room 212, Second Floor, Alumni Plaza, Mount Kenya University, General Kago Rd, Thika, Kenya *Corresponding Author Mulama Emmanuel Nandwa Article History Received: 15.08.2021 Accepted: 20.09.2021 Published: 25.09.2021 Abstract: Physics is a science subjects offered in the 8-4-4 system in secondary schools in Kenya. However, previous studies have indicated low performance in the subject by learners with hearing impairment in the Kenya Certificate of Secondary Education (K.C.S.E) examination in comparison to other subjects, thus limiting their ability to pursue Physics related courses after high school. This study sought to evaluate the Physics curriculum content suitability for learners with hearing impairment in Kenya and its effect on performance. Constructivist, social learning theories and descriptive research design guided this study. Data was collected using questionnaires, interview schedules and document analysis and was then analyzed using descriptive statistics such as frequency tables and percentages. Four schools from four counties; Machakos, Nyeri, Migori and Kakamega were selected through purposively. The sample comprised 4 heads of department, 6 teachers of Physics and 78 students taking Physics. The findings revealed language barrier, unadapted Physics curriculum and missing scientific signs to teach Physics to learners with hearing impairment contributed to low grades. As a result, the Physics curriculum could not meet their needs, implying its unsuitability for learners with hearing impairment in Kenyan secondary schools. The study thus recommends, adaptation of Physics curriculum to meet the needs of learners with hearing impairment. Keywords: Curriculum content, Hearing Impairment, Performance and Physics. INTRODUCTION Physics education cultivates scientific patterns and inculcates scientific skill in students that can be extended to other aspects of life. Development of these skills are essential for the attainment of the Sustainable Development Goals of quality education and other goals pegged on technological advancement (United Nations, 2017). However, African countries still lag behind in attainment of these SDGs in comparison to the rest of the world. This is majorly attributed to the low scores in science subjects (Physics included) at secondary school level (United Nations, 2019). Regional studies have indicated poor grades in Physics at secondary school level, which is attributed to various elements of curriculum such as qualified teachers, learning resources, suitable curriculum and evaluation modalities (Kavcar et al., 2017). In line with the SDGs, two key sectors Kenya’s Vision 2030 are Education and the achievement of scientific, technological and industrial development which have been linked to science teaching in schools (Government of Kenya, 2007). Physics as a science is key in the Kenyan secondary school curriculum since it empowers an individual with scientific skills which are key if Vision 2030 and SDGs at large are to be realized. It is for this reason that the Kenyan 8- 4-4 curriculum offers it to all learners in early secondary years and later as an optional subject (Kenya Institute of Education, 2005).