Parental Support System Making a Difference on Academic Performance of Learners with HI in Secondary Schools for the Deaf
Keywords:
Parents, support systems, academic performanceAbstract
Globally, stipulation of special instruction or training to learners with HI is still challenging. The situation is not any different in Kenya where national examinations consistently show comparatively low mean scores of HI learners over recent years compared to those of learners who hear. Literature gaps points to inadequate parental support system. Specifically, the study sought to examine the parental support systems making significant impact in the educational achievements of HI learners in secondary schools for the HI. The research employed a design called descriptive cross-sectional survey. The approach used to collect data was mixed method approach. The respondents involved in the research included the principals, teachers, all form 2 and 3 learners with HI in secondary schools for HI. The technique used to draw the sample population under study was census. Data collection instruments included questionnaires, interview schedules and FGDs. Cronbach’s reliability coefficient of .7143. was used as the threshold for validity and .79 for reliability of the instruments. The ethical considerations were adhered to. Descriptive statistics and inferential statistics were used to analyze quantitative data. Qualitative data was organized, analyzed then reported in verbatim as themes emerged. The analyzed findings were later corroborated and triangulated into the discussion. Results from the study established that parents do not pay full fees for their HI learners. They do not give them enough pocket money and basic requirements. They also fail to attend their academic clinics. The study concluded that when parental support systems are appropriately implemented, it will have a strong positive (r = .785; p=.297) contribution on academic performance of learners with HI, though being statistically insignificant. The study recommended that parents should adequately be involved in a support system for their HI learners and this will subsequently impact positively in the academic performance of the HI learners.
References
Adesokan, A., & Giwa, P. B. (2022). Perceived Factors Influencing the Academic Performance
of Students with Hearing Impairment in Inclusive Settings. International Journal of
Academic Management Science Research, 6(9), 326-333.
Aftab, M. J., Ashfaq, m., & Ali, H. H. (2022). Exploring the Role of Parents for Supporting the
Children with Hearing Impairment in Education. Human Nature Journal of Social Sciences,
3(3), 457-469.
Bangirana, P.,& Akellot, Josphine. (2019). Association Between Parental Involvement and
Academic Achievement of Deaf Children at Mulago School For The Deaf, Kampala,
Uganda. Africa Health Science, 19(2), 2270-2281.
Iroegbu, V. I., & Igweike, O. M. (2020). Effect of Parental Involvement on the Reading Skills of
Pupils in Lower Primary School in Ondo State, Nigeria. Journal of Education and Social
Policy, 7(4), 89-96.
Lala, J. A., Ogunwale, R. O., & Ojo, D. O. (2022). Parental Socio-Economic Status on Academic
Achievement of with Hearing Impairment in Biology in Selected Schools in Lagos State,
Nigeria. Journal of Educational Research in Developing Areas, 3(3), 320-329.
Mchuchury, M. W., & Gwajekera, D. F. (2023). Access to Guidance and Counselling as a
Determinant for Academic Performance Among Students With Hearing Impairment in
Tanzania. African Journals Online, Special Issue on Inclusive and Special Education. 97-
109
Mumba, D. (2022). Perceptions of Teachers and Pupils on Factors Affecting Academic
Performance of Pupils With Hearing Impairment in Selected Special Schools in Muchinga
and Northern Provinces, Zambia. Unpublished Master Thesis. The University Of Zambia,
Lusaka.
Newchurch, A. (2017). The Impact of Parental Involvement on Student Success: School and
Family Partnership from the Perspective of Parents and Teachers. Doctor Of Education in
Teacher Leadership Dissertations.
Olayinka, T. B. (2023). Influence of Parental Involvement on Academic Performance of
Learners With Hearing Impairment in Selected Schools in Kogi State, Nigeria. E-Journal
on Educational Research, 8(1) March, 2023.
Ommang’ale, L. E. (2022). Academic Implications of Defiant Behavior Disorder on Performance
Of Learners With Hearing Impairment In Selected Special Schools In Kilifi County, Kenya.
Unpublished Master Thesis. Kenyatta University, Kenya.
Owuor, E. A., Awori, B. B., & Otieno, S. A. (2020). Influence of Socialization on Academic
Performance of Learners with Hearing Impairment at Inclusive Primary Schools in Kenya.
African Journal of Education and Practice, 6(6), 47-63.
Saeed, K. M, Ahmed, A. S., & Aziz, S. N. et al. (2023). How Social Support Predicts Academic
Achievement Among Secondary Students With Special Needs: The Mediating Role of Self-
esteem. Middle East Current Psychiatry, 46(2023), 30.
Szasz, M. M. (2023). Parental Assistance with Assignments-Types of Parental Involvement in
Homework. Central European Journal of Educational Research, 5(2), 25-36.
Zahida, P., Muhammad, K., & Muneeba, Abbas. (2023). Enhancing Motivation, Interest And
Academic Achievement in Students with Hearing Impairment Through Parental Involvement:
An Action Research Enquiry. Journal of Development and Social Sciences, 4(3), 316-328.