THE INFLUENCE OF SOCIETAL ATTITUDE TOWARDS THE EDUCATION OF LEARNERS WITH HEARING IMPAIRMENT IN BENIN CITY
Faculty
Year of Publication
Publication Type
Abstract
This study was designed to examine the influence of societal attitudes toward the
education of learners with hearing impairments in Benin City. Four research questions were formulated to guide the study.
The study adopted a descriptive research design. The total sample of the study consisted
of fifty(50) learners with hearing impairments in Ihogbe College, from both junior and
senior schools (Hearing Impaired unit) in Benin City, a public Secondary School in the
sampled area. Random sampling technique has used to select the respondents. The
research instruments for the study was a questionnaire titled "Societal Attitudes Towards
the Education of Learners with Hearing Impairments Questionnaire" which was
distributed to the respondents and collected immediately after completion. Simple
frequency percentages, mean scores and standard deviations were used to analyze the
responses. To ensure the reliability of the study, Cronbach's Alpha was calculated,
yielding a value of 0.716.
The findings revealed that societal attitudes have a minimal direct impact on these
learners' educational experiences, with most respondents reporting no significant stigma
or discrimination from peers or teachers. However, the study highlights that
misconceptions and lack of awareness about hearing impairments create challenges in
their education, particularly regarding inclusion in regular classrooms. While societal
attitudes do not significantly motivate academic achievement, they negatively influence
learners' self-esteem and confidence. The study indicates that negative perceptions from
peers and teachers, while not directly affecting academic performance, can lower
motivation and self-confidence, leading to indirect impact on academic success. Overall,
the findings suggests that societal attitudes, while having a modest influence, play a more
significant role in shaping the emotional well being and inclusion of learners with hearing
impairments than in their academic outcomes.
education of learners with hearing impairments in Benin City. Four research questions were formulated to guide the study.
The study adopted a descriptive research design. The total sample of the study consisted
of fifty(50) learners with hearing impairments in Ihogbe College, from both junior and
senior schools (Hearing Impaired unit) in Benin City, a public Secondary School in the
sampled area. Random sampling technique has used to select the respondents. The
research instruments for the study was a questionnaire titled "Societal Attitudes Towards
the Education of Learners with Hearing Impairments Questionnaire" which was
distributed to the respondents and collected immediately after completion. Simple
frequency percentages, mean scores and standard deviations were used to analyze the
responses. To ensure the reliability of the study, Cronbach's Alpha was calculated,
yielding a value of 0.716.
The findings revealed that societal attitudes have a minimal direct impact on these
learners' educational experiences, with most respondents reporting no significant stigma
or discrimination from peers or teachers. However, the study highlights that
misconceptions and lack of awareness about hearing impairments create challenges in
their education, particularly regarding inclusion in regular classrooms. While societal
attitudes do not significantly motivate academic achievement, they negatively influence
learners' self-esteem and confidence. The study indicates that negative perceptions from
peers and teachers, while not directly affecting academic performance, can lower
motivation and self-confidence, leading to indirect impact on academic success. Overall,
the findings suggests that societal attitudes, while having a modest influence, play a more
significant role in shaping the emotional well being and inclusion of learners with hearing
impairments than in their academic outcomes.
Supervisor(s)
co-supervisor