Wolie, Dargie ( PhD)Baharu, Feleketch2022-05-242023-11-052022-05-242023-11-052000-05http://etd.aau.edu.et/handle/123456789/31738This 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. fenSocial Academic ProblemsThesis