1,720,965 research outputs found
Investigation of the determinants of examination malpractice intentions of pre-service deaf teachers using the hierarchical multiple regression analysis
No full textThis study examined the determinant factors of examination malpractice intentions (EMI) among pre-service deaf students in a Nigerian teacher training college. Four (4) research questions were raised and answered in the study. Data were collected from265 pre-service deaf teachers using a closed-ended questionnaire. Data generated were analysed using descriptive statistics, bivariate correlation, hierarchical multiple regression analysis, and the independent t-test at a 0.05 level of significance. Theresults obtained revealed a significant inverse relationship between the academic level of pre-service teachers and EMI among the study participants. Peer pressure was found to have the highest predictive capacity of influencing EMI, followed by academic level and study habits, respectively. There was also a moderating interaction between achievement motivation, test anxiety, and EMI among the participants. A significant difference only exists in the EMI among the participants based on gender parity and not the onset of deafness. Based on the findings, the study recommends that relevant stakeholders in deaf education and deaf studies work towards the building of self-confidence required for academic excellence. More so, deaf students should be guided and encouraged to carefully choose friends who can positively influence their academic decisions and action
DEPRESSIVE SYMPTOMATOLOGY AMONG IN-SCHOOL ADOLESCENTS WITH IMPAIRED HEARING
No full textPurpose of the study: This study determined incidences of depressive symptoms and associated causative contextual factors among in-school adolescents with impaired hearing in South West, Nigeria. The study determined symptoms of depression exhibited by in-school adolescents with impaired hearing vis-à-vis some associated intrapersonal causative (age, religion, gender, the onset of hearing loss, satisfaction with the home environment, and family type) variables.
Methodology: Descriptive survey design was adopted for the study. Data were collected from 236 adolescents who are either prelingually (39.1%) and postlingually (60.9%) hearing impaired with the Depressive Symptomatology Questionnaire (α = .89). Data collected over a period of 10 weeks were analysed with both descriptive and inferential statistics via SPSS version 23.
Main Findings: 58.8% of the participants scored higher on the depression scale, which is mostly characterized by loss of appetite and fearfulness. There is a significant difference (F = 7.61; p < 0.05) in the expression of depressive symptoms between gender and across variants in the onset of deafness (F = 3.59; p < 0.05) and family type (F = 23.14; p < 0.05). Academic stressor and lack of access to information were found to be the major source of their depression.
Applications of this study: This study is of importance to counselling psychologist and mental health practitioners for the development of strategic therapeutic approach geared towards positive psychosocial development of individuals with impaired hearing
Novelty/Originality of this study: The study confirms the manifestation of moderate to a high level of depressive symptoms among those in-school adolescents with impaired hearing. Academic anxiety/low grade, communication difficulties, and negative societal attitude were the major source of depression for adolescents with impaired hearing in high schools
Predicting the feasibility of data collection for disability-related research in Sub-Saharan Africa
No full textThis study is based on the following objectives:
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to explore how feasible is it for researchers to conduct disability-related research in Sub-Sahara Africa.
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to ascertain if there any significant association between research self-efficacy, attitude towards disability, potential barriers faced by researchers in disability studies and the extent of the disability-related data availability and accessibility.
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to determine which of the independent variables (research self-efficacy, attitude towards disabilities, barriers to research) has the greatest likelihood of predicting the extent to which disability data is available and accessible for research purposes.This study presents the findings of an investigation into the feasibility of data collection for disability-related research in sub-Saharan Africa. Three research questions were raised and answered in the study. Data were collected from 164 respondents from 8 countries within the sub-Saharan African region. Five respondents were also purposively selected for a semi-structured interview. The qualitative data collected was thematically analysed while the quantitative data was descriptively and inferentially analysed. Findings in the study revealed the possibility of conducting disability-related research seamlessly within sub-Saharan African countries. However, there are a myriad of challenges that face the conducting of disability-related research in the region. Attitude towards disability had the highest likelihood of predicting the availability and accessibility of data for disability research. The study concluded that societal attitude had a strong influence on the conducting and productivity of disability-related research in sub-Saharan Africa. Valuable recommendations were offered based on the finding
The predictive influence of gender, onset of deafness and academic self-efficacy on the attitudes of deaf learners towards Biology
Get PDFIn 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.
Keywords: academic self-efficacy; attitude towards biology; deaf learners; gender; onset of deafnes
Issues influencing inclusive curriculum management in selected secondary schools in South Africa
No full textThis study was thus conceptualised to bridge theobserved research gaps in curriculum issues in inclusive education within the SouthAfrican context. The objective of this study was to assess the issues that influencecurriculum management to include the diversity of learners' needs in South Africansecondary schools. Based on the objective of this study, it therefore follows that theresearch question that guided this study was: What issues influence curriculum management for the inclusion of a diversity of learners' needs in South African secondary schoolsThe 2001 White Paper 6 on Special Education commits to ensuring that all learnershave equal opportunities to be educated and welcomed in all schools, irrespective oftheir abilities. Consequently, the inputs and contributions of educational leaders suchas principals and school management teams (SMTs) are critical in leading andmanaging schools that accommodate and provide for learners with diverseeducational needs. It is important to note that when managing the curriculum forinclusion, leadership is not confined to the principal but is also delegated to theSMTs and teachers tasked with the academic programme of the school. This studysought to examine the nature of curriculum management for inclusion in secondaryschools. A qualitative research design was adopted for the study and a purposivesampling technique was used to draw a sample of ten SMT members and 10teachers from 10 secondary schools in Limpopo Province, South Africa. The mainresearch instrument for data collection was a focus group discussion with the studyparticipants. Thematic analysis was subsequently applied to analyse the qualitativedata gleaned from the transcribed focus group discussion. The findings revealed thatbarriers to implementing inclusive education included inadequate teacherpreparation, curriculum inflexibility, unfavourable classroom learning environmentsand weak support structures. Based on the findings, some recommendations were mad
Academic Resilience Among Deaf Learners During E-Learning in the COVID-19 Era
Get PDFThis 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
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Virtual sign language interpretations in open and distance education: A probe İnto ‘enablers’ and ‘constraints’
Get PDFIn line with the philosophy of inclusion and various legislative instruments which encourage ‘education for all’, ODL institutions have made provision for sign language interpreters (SLIs) to facilitate participation for deaf students. Although, some studies have examined issues of virtual learning and the ODL programme; a paucity of studies assessing virtual sign language interpretation (VSLI) in remote educational activities is evident. Therefore, a research study was instituted to probe into perceived enablers and or constraints of providing VSLI during the Covid-19 lockdown in Nigeria. Based on the Job Demand Resources Model, two research questions were raised and answered in this paper. This study adopted the qualitative research design and seven SLIs who had participated in virtual teaching and learning activities during the lockdown were purposively selected to participate in the study. Semi-structured interviews were used for data collection, and the data collected were coded and analysed thematically through using an iterative process. Government policies and the empathetic nature of SLIs were found to be enablers of VSLI, while four themes, namely epileptic power supply; internet connectivity; lack of institutional support and the comprehensibility of deaf students who attended remote lectures were found to serve as barriers to effective and efficient VSLI. Based on the findings, appropriate recommendations were made
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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