01923caa a2200193   4500008004100000022001600041100002400057245012200081260000900203270009200212270010700304270003200411300001000443490002200453520113000475700001701605773006601622856004101688210629s9999    xx            000 0 und d  a2279 - 0179  aAlok Kumar Upadhyay 0aEffectiveness of Play way technique to teach prepositions to children with hearing impairment at primary school level  c2017  aAssistant Professor in Special education, Nehru Gram Bharati University, Allahabad-U.P.  aReader in special education, All India Institute of speech and Hearing, Manasagangothri, Mysuru-570006  malokupadhyayaiish@gmail.com  a24-26  vVolume 6  Issue 3  aThe current study was undertaken to investigate the effectiveness of play-way technique in teaching preposition in primary school children with hearing impairment. ten children with hearing loss of 60dB and above, in the age group 5 to 6 years, and having been inducted into primary education for more than a term of 6 months were selected for the study. The children had been formally introduced to prepositions in class, following which the group was randomly assigned to two experimental groups of five children each. This was followed by supplementary training through two play-way techniques akin to table and ball in one of the experimental group, while the other group continued with traditional paper-pencil exercises. At the end of a fortnight of training, the participant-children were tested for their skills for recall and comprehension. As the sample size was small lacking normality, the performance scores were subjected to non-parametric comparison employing Mann-Whitney test. The results revealed that play-way exercises were resulted in better learning with a statistically significant mean rank difference  aNeetu Pandey  aInternational Journal of Education and Psychological Research  uhttp://ijepr.org/download.php?id=390