Academic Performance of Students with Hearing Impairments: A Study in Post-Primary Special Education

Authors

  • Dr. Asma Kanwal Lecturer, Department of Special Education, University of Education, Lahore, Punjab, Pakistan
  • Dr. Rukhsana Bashir Assistant Professor, Institute of Special Education, University of the Punjab, Lahore, Punjab, Pakistan
  • Sana Qaisar PhD Scholar, Institute of Special Education, University of the Punjab, Lahore, Punjab, Pakistan

DOI:

https://doi.org/10.35484/ahss.2024(5-II-S)37

Keywords:

Academic Performance, Assessment, Post-Primary Special Education, Students with Hearing Impairment

Abstract

The study investigates the academic achievement of students with hearing impairments in English, Urdu, and Mathematics after completing a five-year primary special education program in Punjab's public sector. Students with hearing impairments often face academic challenges, highlighting the need for evaluations to guide targeted educational interventions. A descriptive cross-sectional design with a quantitative approach was used. A sample of 56 students, selected through simple random sampling, was assessed using curriculum-aligned tests in English, Urdu, and Mathematics. Data were analyzed using descriptive and inferential techniques, with scores categorized into below average, average, and above-average levels. Most students scored below average in reading, writing, and numeracy. A significant gender difference was found in the Urdu Written Test (p = .013). No significant differences were noted for other demographic variables. Educational institutions should implement tailored interventions to address the specific needs of students with hearing impairments to improve their academic outcomes.

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Published

2024-06-20

Details

    Abstract Views: 26
    PDF Downloads: 19

How to Cite

Kanwal, A., Bashir, R., & Qaisar, S. (2024). Academic Performance of Students with Hearing Impairments: A Study in Post-Primary Special Education. Annals of Human and Social Sciences, 5(2), 393–404. https://doi.org/10.35484/ahss.2024(5-II-S)37