Social and Academic Problems of Hearing Imp Allred Students in the Second Cycle of Primary School In Selected Special Schools
No Thumbnail Available
Date
2000-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
This study attempted to determine social and academic problems of hearing impaired
students, to assess their classroom behavior and investigate the relationship between
classroom behavior and students' achievement in the second cycle of primary school in
selected special school s. Data was collected from 62 students, 20 parents and 42 school
personnel. Pretest of all instruments was conducted before the actual fieldwork in
Arbaminch and Mekannisa special school for the deaf in Addis Ababa. The main study was
conducted in the Alpha special school for the deaf (Addis Ababa) and in Hosanna special
school for the deaf. Students, parents and principals were interviewed. Teachers completed
questionnaires. Classroom observation was also conducted.
The major social problems of the hearing impaired were identified to be unequal chance of
education and employment; and people's negative attitude towards the education of the
hearing impaired. Influence of social problems (theft, rape, problems of transportation, lack
of communication with members of the society. etc.) on hearing impaired students
achievement was identified. The predominant academic problems tumed out to be lack of
trained teaching staff, budget, teaching materials and cUITiculum deficiency. Classroom
behavior problems and their achievement were related to socioeconomic factors, age related
factor and low parental control. Other problems were related with lack of school facilities,
poor communication of the student population and teachers ' qualification.
Generally, the result of classroom behavioral assessment cOITelated negatively and
significantly to students achievement. Most of the domains in the behavioral scale are
negatively correlated. On the whole, the variables in the observation scale together
accounted for 40.39% of the variation in student achievement; the remaining 59.51 % is
unexplained. Regression analysis indicated the most commonly occurring classroom
behaviors to be achievement anxiety (.0687), comprehension (.0912) and inattention
withdrawal (.0216). These three behaviors contributed about 37.7% of the total effect of the
other variables. Among these inattention withdrawal has more weight than others.
To tackle the identified social and academic problems of the hearing impaired students,
professionals involved in educational policies, in implementation and in educational
programs for the hearing impaired and the society at large should try to join their efforts.
f
Description
Keywords
Social Academic Problems