Relationship Between Communication Factors and Academic Achievement of Deaf and Hard of Hearing Students in Saudi Universities (original) (raw)
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International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 2021
The evaluation of the educational system is performed through the prism of the relationship between the individual person and society, taking into account social and economic, political, cultural, socio-economic, family tendencies and directions of development. Therefore, the analysis of the influence of social, economic, welfare, psychological and school factors is necessary in order to identify the positive, but also the negative influences of the factors and thus prevents the poor academic results of the deaf and hard of hearing students. The research problem is aimed at a wider understanding of the factors of academic achievement or failure of the deaf and hard of hearing students in order to improve the quality of their education and upbringing of deaf and hard of hearing students in schools for the deaf and hard of hearing, but also in the field of inclusive education. This paper presents a part of the research results related to the correlation between the indicators of the w...
A Comparative Study of Academic Achievement on Hearing Impaired and Normal Students
2019
The present study was undertaken to know about comparative study of academic achievement of hearing impaired and normal students. For the present study of sample 160 students will be selected. In the present study purposive sampling technique will be used. The study focuses on the actual need of hearing impaired students for academics. To take them in mainstream, we should aware about their special need. The finding of the study revealed that academic achievement will be low in hearing impaired students due to language barrier and much more. If the gap is fulfilled by trained and skilled teacher they can also do better in academics.
The study was conducted in three primary schools of North Gondar Zone such as Serko, Chuhit and Limatber. The participants of the study were deaf children, their hearing peers, special needs education teachers and school principals. 12 deaf children, 5 special needs teachers, 6 school principals and 5 hearing children were the informants of the study. Interview, observation, focus group discussion (FGD), informal talks and document review were the data gathering instruments. The data collected through different instruments were analyzed qualitatively. The result of the study also showed that the mode of commination for deaf children with deaf, their hearing peers and teachers were different in different activities such as: In play, teaching-learning process and other social activities. In addition, the result of the study revealed that those deaf children who have better communication skills have better academic abilities and achievement It is recommendations that the professional capacity of special needs education teachers should be enhanced by the schools using series on the job trainings; the school should work more on sign language training.
Journal of Educational and Social Research, 2022
Even though obtaining a university degree creates significant socioeconomic benefit, student success or attrition in higher education is deeply affected by their preparedness for this level of the educational journey. Hence, this study endeavored to examine the perceptions of deaf and hard of hearing (D/HH) Saudi high school students regarding their preparedness and readiness to enroll in undergraduate programs. This study employed a quantitative approach to investigate student preparedness using an electronically-distributed survey to obtain responses from 132 individuals. The study revealed that although overall most D/HH students feel they are prepared to enroll in undergraduate programs, gender and type of hearing loss were found to have significant effect on the respondents' self-perceptions. The results of this research can provide educators with valuable insight into the preparedness of Saudi D/HH high school students to enroll in universities. This understanding can also shed light on how educators can create accommodations in the curriculum to support this population as they transition to college as well as guide educators and other stakeholders in how to teach and assess Saudi D/HH high school students to prepare them for undergraduate programs to increase retention, and graduation.
Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms
Journal of Deaf Studies and Deaf Education, 2009
The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or aboveaverage progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.
Wretched prospect for Students with Hearing Impairment in Higher Learning Institutions, Tanzania
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Difficulty in hearing is recognized as one of factors which deter communication between people involved in conversation. Its invisibility in the learning process particularly in higher Institutions makes easy for teachers to forget about it and treat the students as if they are all normal. Mixed research methods were employed for this study whereas both qualitative and quantitative data were collected from two selected government higher learning institutions. Statistical Package for Social Science (SPSS) programme was used for analyzing quantitative data, and content analysis was used for analyzing qualitative data. The study revealed that admission systems in the surveyed institutions were not helpful in identifying and planning for the needs of Student with Hearing Impairment (SWHI). As a result, majority of lecturers and instructors were not aware of the presence of SWHI in their institutions. Furthermore, none of the surveyed institutions had either instructors or translators with skills to teach SWHI. Moreover, no extra coaching was provided to SWHI. None of the surveyed institutions had set future plans for easing learning and teaching environment to SWHI. The study concludes that lack of lecturers with special skills to
American Journal of Educational Research, 2014
Background: Studies of teachers' perceptions of students that are deaf and hard of hearing (SDHH) academic status compared with peers in high school mainstream and private classrooms are few, thus little is known of how SDHH fare in these classrooms. Current data on academic progress, especially prospective cross sectional data, are scant especially for the Kingdom of Saudi Arabia .Most of the studies that have been written for hearing loss have been based on younger children in the kingdom. The studies on students who are between the ages of 15-18 and who are female are insufficient. We chose to look at both standardized surveys of both students' perceptions and teachers' perceptions to provide a multidimensional picture of the academic status of the SDHH in this study. In the following sections we: (a) Describe a framework for measuring academic status for students in Saudi Arabia; (b) Review the academic status of SDHH student; (c) Review the factors contributing to SDHH academic status. Methods: A cross sectional study was carried out on a hundred boys and girls of ages 15-18 with varying degrees of sensorineural deafness. This was carried out by interviews of the students and teachers, to answer our objectives. Results and Discussion: We were able to get a lot of gender specific information comparing female and male responses in Hail. In comparison with boys, girls on average felt they were treated significantly more differently by their parents (24 versus 10). Both girls and boys significantly on average felt that their academic performance was affected by their hearing loss (26 versus 25). Conclusion: This data has aided our understanding of the role of deafness and how it can impact academic performance in Hail. Integrated education in the future is something that would help the students with their communication and learning. Academic performance in Hail appears to be affected by interplay of a number of factors, pinpointing an exact factor would be of interest to future studies.
Disability, CBR & Inclusive Development, 2017
Purpose: Although education, and higher education in particular, is considered a vehicle for empowerment, the enrolment of students with hearing impairment in secondary and higher secondary education is almost negligible in comparison to their hearing peers. This study was conducted in the city of Mumbai, India, with the aim of identifying the educational concerns of students with hearing impairment studying in secondary and higher secondary classes. Method: The survey method was followed. A questionnaire, developed and validated by the researchers, was the study tool. The participants were 152 of the randomly selected 160 students with hearing impairment studying in secondary classes, and 42 of the randomly selected 45 students with hearing impairment studying in higher secondary classes. Percentage scores as part of descriptive statistics were calculated to arrive at the results. Results: Various academic, administrative and personal concerns were identified among these students with hearing impairment in special schools. Conclusions: As the focus of all educational programmes is on creating and promoting barrier-free education, the educational concerns identified in the current study cannot be ignored by schools, families and the community.