The predictive influence of gender, onset of deafness and academic self-efficacy on the attitudes of deaf learners towards Biology

Abstract

In the study reported on here we examined the attitudes of deaf learners towards biology in Ibadan, Nigeria. Forty-one deaf learners (28 males; 13 females) in the Secondary School II science classes from 3 government-funded secondary schools for the deaf were purposively selected for the study. In the study we adopted a descriptive survey research design of the correlational type. Four research questions were raised and answered. A structured questionnaire, “Deaf Learners and Biology Questionnaire” with a reliability coefficient of 0.81, was used for data collection. Data were analysed with descriptive statistics and inferential statistics of Pearson product moment correlation, multiple regression and t-test at 0.05 level of significance. There was a positively significant relationship between academic self-efficacy and the attitudes of deaf learners towards biology (r = 0.511; p < 0.05); a significant but negative relationship between gender and the attitudes of deaf learners towards biology (r = 0.15; p < 0.05). No significant relationship between the onset of deafness and the attitudes of deaf learners towards biology (r = 0.810; p > 0.05) was observed. A total of 58.1% of the variance of the independent variables accounted for the attitudes towards biology among deaf learners who participated in the study. We conclude that academic self-efficacy has a great effect on the attitude of deaf learners towards biology. Gender contributes to and is inversely proportional to learners’ disposition towards biology. In light of the findings, appropriate recommendations are made.

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

“…This implies that, irrespective of onset of deafness (prelingual or postlingual) motivation of the participants to have better mathematics performance is influenced by the variants of the treatment plan. Adigun and Nzima (2021) and Ogundiran and Olaosun (2013) note that language proficiency is an important factor that may inform achievement motivation. However, this study observed that language ability may not be comprehensively responsible for achievement motivation but for the active and positive learning environment and or instructional design that speaks directly to the emotion and cognition of deaf learners.…”

“…Evidence in the last two decades have shown that deaf learners are between 2 and 4 years lagging behind their hearing peer in language acquisition and skills (Barbosa, 2013; Henner et al, 2021; Swanwick et al, 2005; Traxler, 2000; Tuller & Delage, 2014). Although, language potential of the deaf learner and their non‐deaf peer differs significantly when compared but even among the deaf learners, language abilities and richness in vocabulary content varies between those who are prelingually deaf and postlingually deaf (Adigun & Nzima, 2021; Ogundiran & Olaosun, 2013).…”

“…Based on language proficiencies attributed to prelingual and postlingual deaf learners (Adigun & Nzima, 2021; Ogundiran & Olaosun, 2013), performance in mathematics and motivation for achievement in mathematics are greatly impacted. Henner et al (2021) assert that language deficiencies in deaf learners are conspicuous in reading achievement and less noticeable in mathematics achievement.…”

“…Deaf learners refer to those groups of learners who experience difficulties with hearing and as a result have significant challenges at responding to oral instructions (Adigun, 2022;Adigun et al, 2021;Leton & Dosinaeng, 2019;Moroe & de Andrade, 2018). According to Adigun (2022), deaf learners are at a disadvantage in situations where oral communication without the support of visual reinforcement is allowed.…”

The Experiences of Emergency-Remote Teaching Via Zoom: The Case of Natural-Science Teachers Handling of Deaf/Hard-of-Hearing Learners in South Africa

“…Furthermore, due to their hearing conditions and the associated psychological and social challenges Pizzo, 2016), LDHH experience uneven academic treatment, with a reduced expectation of their strength for science engagement and unequivocal science achievement . Some studies have expressed the dissatisfaction of stakeholders (for example, parents, teachers, and education officers) regarding the under-representation of LDHH in the sciences, as well as the abysmal performance of LDHH in science subjects (Adigun & Nzima, 2021;Ogundiran & Olaosun, 2013). Regardless of past reports on science engagement by LDHH, the current global situation, due to COVID-19, might have further stimulated the interest of many LDHH to undertake science instruction.…”