Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors

Adigun, Olufemi Timothy; Iheme, Ugochi Maryann

doi:10.18848/2327-7971/cgp/v28i01/1-13

Cited by 7 publications

(17 citation statements)

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“…They are heterogeneous group of individuals, which include those with behaviour disorders, intellectual disabilities, blindness/visual impairment, learning disabilities, deafness and/or hard of hearing, orthopaedic handicapped and gifted or talented (Adigun, 2018). Based on the physical and mental abilities, Adigun (2018), Adigun and Iheme (2020); Buli-Holmberg and Jeyaprathaban (2016) stated that LSN requires appropriately enhanced pedagogical model than what is available to regular learners within formal and informal educational structures. In other words, LSN are taught in special schools, segregated/mainstream schools and or inclusive educational settings by specially trained teachers (Adigun, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Occupational stress among teachers of learners with special needs

Adigun

Mngomezulu

2021

Journal Community Psychology

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This study assessed the prediction of occupational stress through personality traits, gender and occupational stress among teachers of learners with special needs (TLSN) from the southwest, Nigeria. The transactional stress theory provided a framework for the study. Data were collected through a paper–pencil self‐completed questionnaire. Data collected were analysed by descriptive and inferential statistics at 95% confidence intervals (CIs) and p < 0.05. The response rate was 94.4%. A total of 287 male and 185 female TLSN participated in this study. Findings revealed a significant association between extraversion, agreeableness; openness, conscientiousness, neuroticism and occupational stress of TLSN. Participants with extraversion and openness both has highest likelihood of exhibiting occupational stress. Male TLSN had a greater likelihood of exhibiting occupational stress. The study concluded that male TLSN with extraversion and openness personality traits has high proportion of occupational stress. Based on the findings, appropriate recommendations were made.

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Section: Literature Reviewmentioning

confidence: 99%

Occupational stress among teachers of learners with special needs

Adigun

Mngomezulu

2021

Journal Community Psychology

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“…60 In 249 DHH secondary students from Nigeria, student-teacher interactions were found to be most predictive of MA, followed by parental involvement and school environment. 86 In another study with 41 DHH students, those with the lowest MA scored the highest on their mathematics attitudes. 87 These studies sampled participants with a range of MA levels.…”

Section: Dhh Studentsmentioning

confidence: 96%

“…Comparing 126 hearing and DHH high school girls, Ariapooran found significantly lower mathematics performance and self‐efficacy, and higher MA, in the DHH students 60 . In 249 DHH secondary students from Nigeria, student–teacher interactions were found to be most predictive of MA, followed by parental involvement and school environment 86 . In another study with 41 DHH students, those with the lowest MA scored the highest on their mathematics attitudes 87 .…”

Section: Introductionmentioning

confidence: 91%

Mathematics anxiety in deaf, hard of hearing, and hearing college students

Mishra

Walker

Oshiro

et al. 2022

Annals of the New York Academy of Sciences

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While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.

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“…Academic failure and impaired ASE can have a negative resultant influence on teaching and learning activities and social and emotional beliefs, especially when motivation and support is absent (Bandura, 1993). While a higher level of ASE may inform motivation and positively impact learners' perseverance, commitment and resilience to online learning participation, a lower level of ASE may negatively impact academic aptitude and may increase the symptoms of depression and anxiety, especially among deaf learners (Adigun & Iheme, 2020;.…”

Section: Academic Self-efficacy (Ase) and Academic Resilience (Ar) Am...mentioning

confidence: 99%

Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era

Adigun

Ndwandwe

2022

RESSAT

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This study aimed to assess the contributory roles of parental involvement (PI), parental acceptance/rejection (PAR), academic self-efficacy (ASE), computer user self-efficacy (CUSE) vis-à-vis gender and the onset of deafness on the academic resilience (AR) of deaf learners who participated in e-learning during the pandemic. The Bioecological Systems Theory provided a framework for the study. Data was collected using a structured questionnaire from 292 (Male: n = 164; Female: n = 128; Mage = 16.5) deaf learners from 3 provinces in South Africa. Data generated was analysed with IBM SPSS 22 and IBM AMOS 26.0 packages. All the fit measures of the SEM fell within the acceptable range (χ2 = 69.15, df = 28, χ2/df = 2.46, IFI = 0.91, CFI = 0.94, GFI = 0.93, NFI = 0.96, and RMSEA = 0.062). According to the findings, PAR, ASE and CUSE had a directly significant relationship on the AR of deaf learners who participated in e-learning during the lockdowns. An indirect significant relationship was observed between the latent variables and academic resilience when observed through the onset of deafness. Based on the findings, appropriate recommendations were made.

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Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors

Cited by 7 publications

References 0 publications

Occupational stress among teachers of learners with special needs

Occupational stress among teachers of learners with special needs

Mathematics anxiety in deaf, hard of hearing, and hearing college students

Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era

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