udaya josephine chioma. uba...udaya josephine c. dr. mrs l. n. onuigbo student supervisor dedication...
TRANSCRIPT
UDAYA JOSEPHINE CHIOMA
COUNSELING NEEDS OF STUDENTS WITH
HEARING IMPAIRMENT IN ENUGU STATE
Education
EDUCATIONAL FOUNDATIONS
Okeke,chioma m
Digitally Signed by: University of Nigeria,
Nsukka
DN : CN = okeke,chioma m
O= University of Nigeria, Nsukka
OU = Innovation Centre
COUNSELING NEEDS OF STUDENTS WITH HEARING
IMPAIRMENT IN ENUGU STATE
BY
UDAYA JOSEPHINE CHIOMA
PG/M.Ed/10/52318
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(SPECIAL EDUCATION)
UNIVERSITY OF NIGERIA, NSUKKA
ENUGU STATE, NIGERIA
SUPERVISOR: DR. (MRS) L. N. ONUIGBO
FEBRUARY, 2013
TITLE
COUNSELING NEEDS OF STUDENTS WITH HEARING
IMPAIRMENT IN ENUGU STATE, NIGERIA
BY
UDAYA JOSEPHINE CHIOMA
PG/M.ED/10/52318
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(SPECIAL EDUCATION)
UNIVERSITY OF NIGERIA, NSUKKA.
SUPERVISOR: DR. (MRS) L. N. ONUIGBO
FEBRUARY, 2013
APPROVAL
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION
UNIVERSITY OF NIGERIA NSUKKA.
BY
……………………………….. ………………………………
SUPERVISOR INTERNAL EXAMINER
………………………………. ………………………………
EXTERNAL EXAMINER HEAD OF DEPARTMENT
………………………………………….
DEAN OF FACULTY
CERTIFICATION
This is to certify that Udaya, Josephine Chioma a postgraduate student in the
department of Educational Foundations with Registration number
PG/M.Ed/10/52318, has satisfactorily completed the requirement for research work
for the award of the Masters in Education (Special Education). The thesis is
original and his not been submitted in part or in full for any other Diploma or
Degree of this University or any other University.
………………………………… ………………………………
Udaya Josephine C. Dr. Mrs L. N. Onuigbo
Student Supervisor
DEDICATION
This piece of work to a large extent has been dedicated to my little angel-
Chikamso Ubah, my daughter.
ACKNOWLEDGEMENTS
One of the dehumanising attitudes against human existence is ingratitude. It
is against this odd that I wish to acknowledge those who in one way or the other
contributed towards the completion of this work.
In the light of the above, the researcher expressed her immense gratitude to the
God Almighty who made the completion of this work a success. He showered His
grace and blessings upon me and helped me to attain to this level in academics.
My special thanks go to my able and energetic supervisor Dr. Mrs L.N
Onuigbo for her patience, guidance, supervision, constructive criticism and
suggestions. God bless you mother.
I wish to immensely thank my mentor and mummy Asso Prof. V.C Onu who
most auspiciously gave her best and encouraged me throughout the inception and
completion of this study. God`s grace upon you ma.
I also wish to acknowledge the role of Dr. L.T Ugwuanyi, a senior colleague
and a brother of immeasurable experiences, Dr. Eskay Michael, a talented
educational philosopher, Dr. N. Obiyo a good senior colleague, they all made
useful and objective suggestions for this work.
My sincere gratitude goes to my lovely husband Dr. A.C Ubah for his
immeasurable encouragement, financial and moral support, may God bless you
indeed.
I am also grateful to Mr Emeka and Mr. Diris, Mr. ThankGod, Mrs Adama,
Mr. Beniah, Mr. Ayafo, Mrs Ezema, Mrs. Nnadi and the rest of my co-students.
God bless you all
Finally, I wish to acknowledge the following giants in the department for their c-
operation and good will: Prof. S.A Ezeudu, and Prof. Ike Ifellunni former and
present Dean, Faculty of Education University of Nigeria, Nsukka, Dr. A.U.Okere,
Dr. P.Onwuasanya, Asso. Prof. J.C Omeje, Dr. S. C Ugwuoke, Dr. J. U Eze, Dr. E.
Ogwu, Mrs. Chielo the typist and the rest.
TABLE OF CONTENTS
Title page---------------------------------------------------------------------------------------i
Approval page--------------------------------------------------------------------------------ii
Certification ----------------------------------------------------------------------------------iii
Dedication ------------------------------------------------------------------------------------iv
Acknowledgments ---------------------------------------------------------------------------v
Table of contents----------------------------------------------------------------------------vi
List of Tables----------------------------------------------------------------------------------vii
Abstract ----------------------------------------------------------------------------------------viii
CHAPTER ONE: INTRODUCTION--------------------------------------------------------1
Background of the study-------------------------------------------------------------------1
Statement of the problem-----------------------------------------------------------------13
Purpose of the study------------------------------------------------------------------------14
Significance of the study-------------------------------------------------------------------15
Scope of the study---------------------------------------------------------------------------17
Research questions--------------------------------------------------------------------------18
Research hypotheses------------------------------------------------------------------------18
CHAPTER TWO: REVIEW OF LITERATURE----------------------------------------------20
Conceptual Framework--------------------------------------------------------------------21
Concept of Needs----------------------------------------------------------------------------21
Concept of counselling---------------------------------------------------------------------22
Concept of hearing impairment---------------------------------------------------------25
Concept of students with hearing impairment----------------------------------------29
Theoretical Framework----------------------------------------------------------------------35
Theory of Needs by Maslow----------------------------------------------------------------35
Social system theory by Gregory Bateson----------------------------------------------37
Empirical Studies-------------------------------------------------------------------------------38
Empirical studies related to personal social needs-----------------------------------38
Empirical studies related to educational needs---------------------------------------41
Empirical studies related to vocational needs-----------------------------------------44
Empirical studies related to gender-------------------------------------------------------47
Summary of Literature Review ------------------------------------------------------------49
CHAPTER THREE: RESEARCH METHOD---------------------------------------------------52
Design of the Study-----------------------------------------------------------------------------52
Area of the study--------------------------------------------------------------------------------52
Population of the study-----------------------------------------------------------------------53
Sample and Sampling Technique-----------------------------------------------------------53
Instrument for Data Collection--------------------------------------------------------------53
Validation of the Instrument-----------------------------------------------------------------54
Reliability of the Instrument-----------------------------------------------------------------54
Method of Data Collection--------------------------------------------------------------------55
Method of Data Analysis ----------------------------------------------------------------------55
CHAPTER FOUR: PRESENTATION OF RESULTS -----------------------------------------56
Research Question 1-----------------------------------------------------------------------------56
Research Question 2………………………………………………………………………………........58
Research Question 3……………………………………………………………………………......…..60
Research Question 4………………………………………………………………………………........61
Research Question 5……………………………………………………………………………….........62
Research Question 6……………………………………………………………………………….........63
Hypothesis One ………………………………………………………………………………………….....63
Hypothesis Two …………………………………………………………………………………………......64
Hypothesis Three ………………………………………………………………………………………......65
Summary of Major Findings …………………………………………………………………………....66
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION, EDUCATIONAL
IMPLICATINS, RECOMMENDATIONS AND SUMMARY---------------------------------67
Discussion of Results------------------------------------------------------------------------------67
Personal-Social Needs of Students with Hearing Impairment-------------------------68
Educational Needs of Students with Hearing Impairment------------------------------70
Vocational Needs of Students with Hearing Impairment -------------------------------71
Influence of Gender on Personal-Social Needs of Students with Hearing
Impairment -----------------------------------------------------------------------------------------73
Influence of Gender on Educational Needs of Students with Hearing
Impairment ----------------------------------------------------------------------------------------73
Influence of Gender on Vocational Needs of Students with Hearing
Impairment ----------------------------------------------------------------------------------------74
Conclusion -----------------------------------------------------------------------------------------75
Educational Implication of the Study ------------------------------------------------------76
Recommendations--------------------------------------------------------------------------------77
Limitations of the study -------------------------------------------------------------------------77
Suggestions for Further Studies ---------------------------------------------------------------78
Summary of the Study----------------------------------------------------------------------------79
References------------------------------------------------------------------------------------------ 82
Appendix A: Letter to the Validates
Appendix B: Questionnaire on Counselling Needs of Students with Hearing
Impairment in Enugu State
Appendix C: Validates comments
Appendix D: Reliability Coefficients
Appendix E: Descriptive Statistics
Appendix F: Mean and standard deviations of the items
LIST OF TABLES
Table 1: The mean ratings and standard deviation of students with hearing
Impairment on their personal-social needs………………………….57
Table 2; The mean ratings and standard deviations on educational needs of
Students with hearing impairment…………………………………..59
Table 3: The mean ratings and standard deviation of students with hearing
Impairment on their vocational needs……………………………….61
Table 4: Mean ratings of male and female students with hearing impairment
On their personal-social needs…...………………………………….62
Table 5: Mean ratings of male and female students with hearing impairment
On their educational needs…………………………………………..63
Table 6: Comparison of the mean ratings of male and female students with
Hearing impairment on their vocational needs………………….......64
Table 7: t-test analysis of mean response of male and female students with
Hearing impairment in their personal-social needs………………….64
Table 8: t-test analysis of mean response of male and female students with
Hearing impairment in their educational needs………...…………...65
Table 9: t-test analysis of mean response of male and female students with
Hearing impairment in their vocational needs……………………...66
Abstract
This study investigated the counselling needs of students with hearing impairment
in Enugu state, Nigeria. The study adopted a descriptive survey design with six
research questions and three research hypotheses tested at 0.05 level of
significance. A structured questionnaire titled `Hearing Impaired Students
Counselling Needs Questionnaire` (H I S C N Q) was developed by the researcher
and administered to 30 SS II students with hearing impairment (24males and 6
females) in Government Secondary School for the Deaf in Qgbete, Enugu state.
The data gathered was analyzed using mean and standard deviation for research
questions while t-test statistics was used to analyze the hypotheses
Major findings include the followings:
1. Students agree to have needs in all the personal-social areas examined which
include how to: relate with their classmates, accept constructive criticism from
fellow students, get along with their parents, discuss freely with non-hearing
friends and so on
2. Students agree to have needs in all the educational areas examined which
include how to: become university undergraduates one day, understand how to
study effectively, and develop good study habits
3. Students agree to have needs in all the vocational areas examined which include
how to: become aware of different kinds of vocational skills, make choice of job
according to interest, adjust desirable attitudes necessary for future profession and
locate source of occupational information.
There is no significant difference between the mean scores of male and female
students with hearing impairment in the personal-social, educational and
vocational needs.
Based on the findings, the researcher recommended that governments and school
authorities should make provisions for professional guidance counsellors in
schools especially in the school under study. Particular attention should be paid to
educational/vocational needs by the school and that boys and girls should be
provided by the same guidance and counselling services irrespective of their sex.
The implications are that the findings suggest that students with hearing
impairment should be assisted to adjust to meet their personal-social and
vocational needs for all round and balanced development. These can be done by
providing professional guidance counsellors especially for students with hearing
impairment.
CHAPTER ONE
INTRODUCTION
Background of the Study
Over the years, National Centre for Exceptional Children (NCEC) has made
efforts towards equalizing educational opportunities for all throughout the nation.
This move for equal educational opportunities is also evident in the Jomtien
Conference of 1990 held in Spain (UNESCO, 2009). The conference was
organised to discuss how education could be made possible with the outcome of
what is today known as Education for All (EFA).
This issue of equalization of educational opportunities seems to have
influenced the Nigerian government to concur with the National Policy on
Education (FGN,2004),that every child shall have a right to equal educational
opportunities irrespective of any real or imagined disabilities. The policy
maintained that education is an instrument for national development. That means
that education involves inculcation of range of beliefs which transfer and shape a
person’s habits so that he can perceive problem in a wider dimension. The
educational goal can be considered to have been achieved if boys and girls grow up
well adjusted individuals useful to themselves and the society (Williams, 2005).
In Nigeria, the equalization of educational opportunities calls to mind the idea
of general and special education. While general education comprises of special
education and a formal educational training offered within organised setting in
forms of primary, post primary and tertiary education, special education on the
other hand is a special education training offered in special schools to children and
adults with special needs. (FGN, 2004). However, special education goes beyond
providing schools and teachers with materials for the education of children with
special needs, rather it means specially designed instruction that meets the special
needs of exceptional students. (Hallahan & Kauffman, 2000).
Exceptional students refer to students with learning and / or behaviour
problems. A child with behaviour problem is the one who deviates from age or
social acceptable behaviour. (Okeke 2001). The deviation is not interfering with
their personal development alone but also interferes with the lives of others. For
instance, they create distraction in the classroom by making unnecessary noise,
bullying each other and as well making the teacher uncomfortable to deliver
teaching as he/she ought to. As a result of this, they require special education for
optimal functioning, in order to contribute their quota to national development.
They include students who are intellectually gifted and talented. Gifted and
talented children are those children who demonstrate above average intelligence,
possesses creativity, leadership qualities or ability in the performing of visual arts.
They therefore require services or activities not ordinarily provided by the normal
school but will require special education where provision of appropriate education
services has to be made. It also includes the physical and health disabilities.
Physical and health impaired are those who have problems using their bones,
muscles and joints and those with sensory impairment such as students with visual
impairment and hearing impairment.
The term hearing impairment has been used to describe all cases of hearing
disorders. In view of this, Abang (2005) states that hearing impairment is a generic
term that connotes hearing loss that ranges from mild, moderate, severe to
profound conditions. It describes a condition or state of an individual who has none
or little hearing ability. According to Ugwuanyi (2009), students with hearing
impairment are students who due to accident or diseases are either born with
hearing loss or develop hearing loss later in life. Alukwu (2011) contends that
when an individual has a hearing loss, he or she might not detect much sound.
Expressing similar view, Olawale (2000) states that hearing impaired
persons are those who have lost some but not all of their hearing ability and who
can or cannot benefit from the use of hearing aids in order to understand and use
speech. An individual is therefore said to be hearing impaired, if the person may
find it difficult in hearing any form of sound or noise which could result in partial
or total deafness. This means that hearing impairment could be hard of hearing for
those who may benefit from hearing aids and total deafness depending on the
degree of hearing loss or the class of the hearing loss.
Hearing impairment can be classified using several criteria such as: the
degree of hearing loss which is the severity of the hearing problem, whether mild,
moderate severe or profound. Hearing impairment can also be classified according
to the time of onset which is the time when the problem started. Hallahan &
Kauffman, (2000) classified hearing impairment based on the degree of hearing
loss such as mild (26-54dB), moderate (55-69dB), severe (70-89dB) and profound
(90dB and above). (dB refers to decibel meaning a unit for measuring how loud a
sound is). This cuts across the broad classification of deaf and hard of hearing and
stresses the degree at which speech and language are affected. They also classified
hearing impairment based on the time of onset as thus: congenital deafness (those
who were born deaf) and adventitious deaf (those who acquire deafness at some
time after birth). Other used terms as pre-lingual and post lingual deafness which
points to individual language acquisition. Pre-lingual deafness refers to loss of
speech occurring at birth or early in life prior to the development of speech or
language while post lingual deafness occurs after the development of speech or
language. In this study, therefore both categories of deafness as described above
are referred to hearing impaired students.
Hearing impairment affects the effective functioning of the total personality
no matter the period of onset. (Okeke, 2001). She also estimated that about one in
every hundred students has some degree of hearing loss and the effect of hearing
loss is worse when the disability occurs before birth. She adds that people with
hearing loss may differ in their use of language though has the same intelligence as
those without hearing loss.
Some observable characteristics exhibited by persons with hearing
impairment as enumerated by Okeke (2001) and Aiyeleso (2004) include: inability
to respond when called from a distance, confusing verbal directions, showing no
response patterns, complaining of ringing or buzzing sounds in the ear when they
sit close to television or radio sets which lead them to turn the volumes so loud that
it becomes uncomfortable to other people. They also complain of discharge from
their ears and they misarticulate some simple words. The above characteristics as
noted by Okeke (2001) and Aiyeleso (2004) create educational and emotional
difficulties. There are many identified problems or effects of hearing impairment
on students with hearing impairment which could be addressed through
counselling. One of the prime problems of these students is inability to hear which
create problems for students and makes it impossible for them to learn maximally
like other hearing counterparts. However with the use of appropriate counselling
techniques such as self modelling and film modelling, the affected students can be
helped to acquire sign language which can further be used for counselling on their
personal social, educational and vocational adjustments and personality
development. This can be done by the use of counselling techniques such as self
modelling. An individual who is hearing impaired can acquire sign language by
watching a counsellor communicate with sign language and thus benefit in direct-
teaching for behaviour modification. In the use of this technique, both the students
with hearing impairment and their school counsellor should be knowledgeable in
the use of sign language. Relay or recasting of film strips on counselling sessions
in which students with hearing impairment self defeating behaviour are being
modified through direct teaching technique with use of sign language. By watching
such films students with hearing impairment can learn how to adjust their negative
behaviours to positive behaviours.
In view of the above, Lindgree (1997) asserted that persons with special
needs (including students with hearing impairment) have some needs in the three
major areas namely; personal- social, educational and vocational adjustments. The
personal-social problems of students with hearing impairment according to
Okuoyibo (2006) include emotional instability, lack of self confidence, very low
self esteem, a negative self image and depression. The possible effect is that the
student will lack self confidence. He will not also learn very well in the school as
this will affect his understanding ability thereby creating educational as well as
vocational problems. Lindgree (1997) noted that as soon as disability of any class
occurs in an individual such as hearing loss, the individual becomes disappointed,
unhappy and antisocial. Such conditions become a handicap in the performance of
daily activities that make the children become depressed, withdrawn or isolated
thereby making them drop out of school and take to begging. As a result of this,
those students with hearing impairment could have a non-cordial relationship with
their teachers and peers. Eleri (1993) also added that lack of social support, non
acceptance, prejudice and devaluation faced by person with hearing impairment
compound also their problems in education.
In another dimension, Ademokoya (1995) noted that students with hearing
impairment exhibit their own psychosocial problems in two ways. The first type is
problems which all students exhibit disability notwithstanding. Such problems are
absenteeism, coming to school late, leaving before time, dropping out of school,
cheating in the class, difficulty in getting along with peers and teachers as well as
stealing. The second type are problems which result from the child`s hearing
impairment and they include hyperactivity, aggressiveness, indifference, mistrust,
low self concept, low achievement and motivation.
Another area where students with hearing impairment experience series of
problems is on their academic performance. Hall (2005) pointed out that students
with hearing impairment face more difficulties than their hearing peers because of
their need to learn sign language first before they learn other subjects. The subjects
offered by these students with hearing impairment seem to be more than what is
offered by their hearing counterparts. Apart from the normal subjects in the school
curriculum, they must learn how to use sign language and lip reading to enable
them understand the normal subjects. This creates a huge problem to these
students because learning normal subjects, sign language and lip reading at the
same time will not be easy. The possible consequence is that it will lower their
academic performance.
The educational problem experienced by students with hearing impairment
is as a result of the inability of the teachers to utilise effective communication
methods during learning activities. They find it difficult to participate in school
subjects that require language. In view of this, Moores, Kluwin & Mertens (1985)
noted that students with hearing impairment usually do better in mathematics than
English. This is because mathematics does not require much spoken words but
much of calculations. Agreeing with this, Okuoyibo (2006) stated that students
with hearing impairment experience difficulty in English language because
teaching and learning are done predominantly through language and English
language cannot be taught and learnt well without speech. Contributing to their
poor performance in English, Hall (2005) observed that as a result of inaccessible
communication, students with hearing impairment receive incomplete and
inaccurate language input when communicating in English and they often leave
out critical language elements needed for comprehension. The above mentioned
problems may result in consistent poor performance of the students in both internal
and external examinations. A critical look at the performance of some of the
students with hearing impairment from Government Secondary School for the
Deaf Ogbete Enugu, in SSCE & NECO examinations 2010, 2011 and 2012 clearly
indicate that they perform poorly in almost all school subjects especially those that
require the use of language.
An interview with the principal of Government Secondary School for the
Deaf Ogbete Enugu revealed that the students’ performance in the examination has
been very poor in many subjects. None of the students had distinction (A) in
English and Science subjects for the 2009/2010, 2010/2011 and 2011/2012
academic sessions. Many of them had lower credits and many failed in almost all
subjects. The persistent poor academic performance of the students has been a
source of worry to government, parents, educators and students as noted by
Aiyeleso, (2004). Some reasons have been attributed to their poor performance.
Apart from their difficulty in acquiring language, some authors such as Okuoyibo,
(2006) and Hall, (2005) have attributed this to wrong choice of school subjects.
School subjects are the subjects offered by the students such as English language,
Mathematics, Government, Literature in English., Christian Religious Knowledge
just to mention but a few. The subjects offered by any students will determine the
vocational choice of such individual. Therefore appropriate choice of subjects must
be made.
Some students with hearing impairment experience difficulty in making
appropriate vocational choice. Olawale (1987) states that the problems of students
in vocational choice include; inability to identify their aptitude, interest abilities
needs and values. They are unable to find out available job opportunities in the
world and are unable to pursue educational courses relevant to their occupational
interest, abilities and aptitudes. They also find it difficult to match their self
concept with specific occupational environment. These problems as noted by
Olawale are capable of hindering their career prospects for life if they are not
addressed at the secondary school level. When they cannot make appropriate
career choice, it could be difficult for them to fully develop their potentials in order
to contribute their own quota to nation building. However, Nwokolo and Anabogu
(2006) suggested that a means by which this group of students could be helped to
accept their condition and identify their positive areas of abilities is through
guidance and counselling.
Guidance and counselling is concerned with assisting individual to
understand oneself and the world around him. Supporting the above idea, Okeke
(2003) states that guidance and counselling is designed to help students in their
different problems and concerns so that they grow up well adjusted individuals
capable not only of living productive lives but also prepared to contribute their
quota to the development of their society. She further adds that guidance is a
process aimed at assisting individuals to discover, accept and use their abilities,
aptitudes and beliefs in relative to their aspirations. Tambawal in Anyamene and
Izuchi (2010) also noted that counselling is concerned with the feelings, attitudes
and emotional dispositions of an individual about himself and the situation facing
him.
Counselling is designed to provide an interacting relationship in which the
counsellor attempts to help an individual to better himself in relation to his present
and future problems. Contributing to this view, Anagbogu (2004) explained that
through counselling, individuals are reassured, emotional tensions are released and
thinking clarified. Anyamene & Izuchi added that during counselling process,
dialogue is employed between the counsellor and the client who may lead to
positive reorientation and acquisition of benefits.
Guidance and counselling services was highlighted in the National Policy on
Education (FGN, 2004) which aims at providing adequate educational services for
the young ones. The Policy also recognized guidance and counselling services as a
reference point in the overall development of young people who are faced with
numerous problems.
In Enugu state, it was observed that students with hearing impairment have
not been provided with the services of counsellor. No guidance and counsellor has
ever been posted to Government Secondary School for the Deaf under study since
it was established. As a result of this, the students suffer from poor personality
development and adjustment as well as poor performance in SSCE due to wrong
choice of subjects. In view of this, the researcher, therefore, is motivated to
investigate the counselling needs of students with hearing impairment in Enugu
state of Nigeria with the aim of finding lasting solutions to these problems.
Another area that has been of interest to the researcher is the influence of
gender on counselling needs of students with hearing impairment. There are
conflicting findings on the influence of gender on academic achievement of
students with hearing impairment. For instance, some studies revealed that boys
who are hearing impaired achieve better than girls who are also hearing impaired
in school related subjects.(Robort, 2004). While other studies revealed that girls
who are hearing impaired perform better in education than the boys who are
hearing impaired.( Coerts & Mills, 1995). However, Ugwuanyi (2009) in his study
on reading comprehension using American Sign Language (ASI), Total
Communication (TC) and Local Sign Language (LSL) has shown that gender plays
no significant role in reading achievement since all students with hearing
impairment experience diminished language skills.
Another study carried out by Yuh (2002) on some Nigerian Secondary
school students, found out that more male students preferred realistic, investigative
and enterprising careers than female while female preferred persuasive careers.
Okonkwo (1999) in his study on some determinant factors in career choice among
Nigerian Secondary school students found gender differences to be dominant
factor. Boys preferred mechanical activities while girls were significantly more
interested in persuasive activities. Following these inconsistencies, this research
may help to resolve this controversy on the issue of gender as it influences
students` counselling needs.
Statement of the Problem.
Students with hearing impairment are one of those with special needs who
require needs that are peculiar to them. Due to the peculiarity of their needs,
participating in socially, educationally and vocationally organized activities like
others becomes difficult for them. Federal government of Nigeria recognised
guidance and counselling as a tool for helping the young ones attain full
development. Unfortunately, students with hearing impairment in Enugu state have
not been provided with services of guidance and counselling, as a result many
students suffer from poor personal social development such as: emotional
instability, lack of self confidence, negative self image, depression, isolation and
tends to be aggressive not because they are aggressive in nature but because they
do not understand what people say and people do not understand what they say.
These students have consistent poor educational achievement such as
inability to participate in school subjects that require language due to their
difficulty in acquiring language, non effective communication method for
interaction, and wrong choice of school subjects which have attributed to their poor
performance in both internal and external examinations.
Due to no counselling services provided for these students, they usually have
poor and inappropriate vocational choice such as: inability to identify their
aptitude, interest, abilities, needs and values, unable to find out available job
opportunities in the world, unable to pursue educational courses relevant to their
occupational interest and abilities. These hindrances tend to discourage these
students from developing as others.
The researcher suspects that the discouragement may be that the students
have not been provided with counselling services as they deserved which have
adversely affected their education and career development. The researcher is also
motivated to find out the influence of gender on counselling needs of students with
hearing impairment.
In the light of the above therefore, the problem of the study put in question
form is thus: What are the personal social, educational and vocational needs of
both male and female students with hearing impairment in Enugu state?
Purpose of the Study
The major purpose of this study is to determine the counselling needs of
students with hearing impairment in Enugu state:
Specifically, this study seeks to determine the;
1. Personal social needs of students with hearing impairment.
2. Educational needs of students with hearing impairment.
3. Vocational needs of students with hearing impairment.
4. Influence of gender on personal social needs of students with hearing
impairment?
5. Influence of gender on the educational needs of students with hearing
impairment?
6 Influence of gender on vocational needs of students with hearing impairment?
Significance of the Study
The findings of the study have both theoretical and practical significance to
the education sector. The theoretical significant is based on Abraham Maslow
theory of need and Gregory Bateson social system theory. Abraham Maslow
theory of need looks at a theory of human motivation. He extended his idea to
include his observations of human`s innate curiosity. His theory parallels many
other theories of human developmental psychology and also focus on describing
the stages of growth in humans. Gregory Bateson social system theory is an
orderly and systematic arrangement of social interactive relationship which
constitute part of individual social system. Therefore, the study will help
authenticate the different theories of need and social system.
The practical significance of the study will be of benefit to the Students with
hearing impairment, special educators, teachers, curriculum planners, government,
counsellors and parents.
This study will specifically be of importance to students with hearing
impairment because it will help the students to identify their areas of needs such as
personal social, educational and vocational needs and well equally help them
overcome these needs. For personal-social needs; the students will achieve
adjustment, in educational needs, they will be well guided in making choice of
school subjects while in vocation, and they will also achieve adjustment. This is
true since counselling focuses on problems and needs of people and helps them to
learn what is needed to solve their problem.
It will assist the teachers and principal to encourage and teach students
knowing their predicament and shortcoming. Teachers will have a better
understanding of those students and they will be better equipped to manage the
students. Teachers will also understand the areas students with hearing impairment
require greater support based on the identified needs through seminars and
workshops.
The result of this study would be useful for various government agencies
and professional bodies concerned with education of students with hearing
impairment among other categories of special needs. This is true as they will
understand some of those needs of the students and having known the importance
of counselling will provide and make adjustment in their curriculum. This can be
done by including behaviour modification programme among the school services
to be offered to the hearing impaired in the school system.
The findings from the study will also add to the body of literature as far as
counselling needs of students with hearing impairment in Enugu state are
concerned. This will certainly enrich the existing body of knowledge since the
identification of their needs will help in developing appropriate counselling
techniques towards the resolution of such needs.
Above all, the result of study shall help to change the negative attitude
towards those with hearing impairment especially when they start to excel
academically, personal-socially and vocationally. That is when they are self
actualized using their limited ability to a great advantage. Counselling these
students with hearing impairment would therefore go a long way in improving the
aspect of self concepts of the students.
Scope of the Study
This study will be conducted in the only secondary school that caters for the
secondary education of students with hearing impairment located at Ogbete in
Enugu Education Zone of Enugu state. The study be will limited to students with
hearing impairment in senior secondary school class 11. They were chosen
because it is expected that, since no counselling services have been provided to the
students ever since the school was established, they must have experienced
personal- social, educational and vocational problems in the past. The contents
scope of the study consists of personal-social, educational and vocational needs of
students with hearing impairment.
Research Questions
To guide this study, the following research questions are formulated.
1. What are the personal social needs of students with hearing impairment?
2. What are the educational needs of students with hearing impairment?
3. What are the vocational needs of students with hearing impairment?
4. What is the influence of gender on personal-social needs of students with
hearing impairment?
5. What is the influence of gender on educational needs of students with hearing
impairment?
6. What is the influence of gender on vocational needs of students with
hearing impairment?
Research Hypothesis
The following null hypotheses were formulated to guide the study and will
be tested at 0.5 level of significance:
H01 There is no significant difference in the mean rating of male and female
students with hearing impairment in the personal social needs as measured
by the Hearing Impaired Counselling Needs Questionnaire (H I C N Q).
H02 There is no significance difference in the mean rating of male and female
students with hearing impairment in educational needs as measured by the
Hearing Impaired Counselling Needs Questionnaire. (H I C N Q).
H03 There is no significant difference in the mean rating of male and female
students with hearing impairment in the vocational needs as measured by
the Hearing Impaired Counselling Needs Questionnaire (H I C N Q).
CHAPTER TWO
LITERATURE REVIEW
This chapter examines related literature to the counselling needs of students
with hearing impairment. Conceptual framework of the main concepts of the study
and the theoretical framework were reviewed. Empirical studies related to the
variables in the study were also reviewed. The review is organised as follows:
Conceptual Framework
Concept of Needs
Concept of Counselling
Concept of Hearing Impairment
Concept of Students with Hearing Impairment
Theoretical Framework
Theory of Needs by Maslow
Social System Theory by Gregory Bateson
Empirical Studies
Studies Related to Personal-Social Needs
Studies Related to Educational Needs
Studies Related to Vocational Needs
Studies Related to Gender
Summary of Literature Reviewed
Conceptual Framework
Concept of Needs
Need is an important concept. It is a multi-faced concept with no one
universal definition. According to Oxford Advanced Learner Dictionary 6th
Edition Pg 784 need means to require something or somebody because they are
very essential or important, not because you would like to have them.
Expressing similar view, Proctor (1995) states that need is the condition of
lack or wanting something necessary or very useful. Need is necessary quest for
survival. Stevens (1991) also viewed need as the capacity to benefit. He
maintained that need is a motivating force that compels actions for its satisfaction
and that need ranges from basic survival needs (common to all human beings)
satisfied by necessities. Need depends on the potential of preventive or treatment
services to remedy health problems.
Bradswaw (1972) set out 4 types of need. According to him, the 4 types of
need are as follows: Normative Need- this is a need that is determined by experts.
They are not absolute and there may be of different standards laid down by
different experts. Examples include vaccinations, a decision by a surgeon that a
patient needs an operation.
Felt Need: Need perceived by an individual. Felt needs are limited by individual
perceptions and knowledge of services. Examples include having a headache,
feeling knee pain.
Expressed Need/demand Need: felt needs turned into action. Help seeking.
Example include going to the dentist for a tooth ache.
Comparative Need: individuals with similar characteristics to those receiving help.
Examples, compiling an at risk register of babies in need of specialist treatment
based on characteristics which have been associated with handicap in the past.
Needs and problems sometimes seem to be the same. They are however
highly related but different terms. Need is something lacking or required; a state
that requires supply or relief while a problem is a question proposed for solution,
decision or determination. Need can therefore be inferred from problem.
There are several identified problems or effects of hearing impairment on students
with hearing impairment. These problems boarder on the areas of personal social
problems, educational problems and vocational problems.
Concept of Counselling
Counselling is a profession that has to do with advising or guiding someone
or group of persons in need to solve certain personal-social, educational and
vocational problems. Many authors see counselling only as a mere adjunct process
because according to them, counselling is one service with guidance. Reacting to
this statement, Makinde in Okeke, (2003) defined counselling as the brain and
heart of the guidance programme, and remarked that counselling is in guidance.
Counselling according to Okeke (2003) is a helping relationship involving
the counsellor and the client for whom the counsellor uses his professional
knowledge and skills to assist the client to attain proper development and maturity,
improved functioning and improved ability to cope with life problems. She states
that guidance and counselling cannot be separated. She added that effective
guidance is made possible through the effort of counselling. In counselling, two
people are in psychological contact. One, the counsellor, the other the client. In
this relationship, the counsellor helps the client to achieve a better understanding of
himself and his world. She also maintained that counselling is designed to provide
an interacting relationship in which the counsellor attempts to help an individual to
better himself in relation to his present and future problems. Contributing to this,
Anyamene & Izuchi (2010) maintained that during counselling process, dialogue is
employed between the counsellor and the client which may lead to positive
reorientation and acquisition of benefits.
Expressing the same view, Anagbogu (2004) stated that through counselling,
individuals are reassured, emotional tension released and thinking clarified. The
implication is that counselling brings about positive change in behaviour which in
turn helps the recipient to live a productive and satisfying life. Tambawal (2007)
equally stated that counselling is concerned with the feelings, attitudes and
emotional dispositions of an individual about himself and the situation facing him.
Counselling is an integral service that ought to be part and parcel of the
educational process. This is because education as was seen by the National Policy
on Education (2004) as the process that helps to develop the whole man mentally,
morally, politically, socially and technologically. It then follows that counselling
as a systematic process designed to help individual to understand self and achieve
self direction should be taken so serious. The importance of counselling students
especially those with hearing impairment cannot be overemphasized. This is true
because Akande (2005) also noted that counselling is a helping relationship
through which individual learns to solve certain inter-personal, vocational,
emotional and educational decision making problems. Also with counselling,
individuals are helped for better understanding of self and the world and they
become well furnished with the information they need for decision making in their
areas of educational, vocational and personal- social matters. Again through
counselling, individuals achieve adjustment and fulfillment in major decisions of
life.
Expressing the same view, Jones (1994) perceives counselling as an
enlightenment process whereby people help others by facilitating growth,
development and positive change through an exercise leading to self
understanding. The central word in counselling is help or assistance. Therefore, the
researcher sees counselling as a help or assistance rendered to a person or a group
of persons by professional trained personnel known as a counsellor, so that the
helpee can understand himself and his world.
There are two types of counselling in general, namely; individual and group
counselling. The individual counselling is the type of counselling where by the
counsellor attends to only one client at a time while the group type of counselling
is the type where by the counsellor attends to more than one person at the same
time.
Counselling involves many approaches, but the application of a particular
approach depends on the type of problem the client comes up with or the problem
the counsellor wants to address. Some of these approaches according to Oladele
(1991) originated from counselling theories or models from some psychologists
and counsellors which include client centered counselling, behavioural
counselling, trait and factor view point, gestalt theory, psychoanalytic theory and
rational emotive therapy. This study focuses on the `rational emotive therapy` as an
approach for counselling students with hearing impairment.
Concept of Hearing Impairment
Impairment according to Onu (2008) are disturbances at the level of a bodily
organ or function, whether physical or mental. She added that impairment is not a
handicap unless it limits the individual`s participation in routine activities. Eke
(2005) also maintained that impairment is a defect, imperfection, abnormal
deviation, damage and shortcoming of various organs of the body and their
malfunctioning.
There a lot of varied definitions of hearing impairment due to that
professional connected with hearing tend to classified hearing impairment from
their speciality viewpoints. For instance, the educationist are concerned with the
time of deafness and the degree of hearing loss sustained while the medical
classification seems to focus on the pathology (Mba,1995;Okeke,2001). The
Board of Regents of the University of Wisconsin System (2004) stated that the
term hearing impairment refers to functional hearing loss that ranges from mild to
profound. The Board explained that often people who have no functional hearing
refer to themselves as `deaf` while those with milder hearing loss refer to
themselves as hard of hearing.
In the same line of thought Hallahan & kauffman (2000) see hearing
impairment as a generic term indicating a hearing disability that may range in
severity from mild to profound. They noted that it includes the subsets of deaf and
hard of hearing. Hearing impairment according to Okeke (2001) is a disability that
can affect the effective functioning of the total personality no matter the period of
onset. Total personality in this context refers to social, physical, psychological and
mental abilities of an individual. Ugwuanyi, (2009), shared the same view of total
personality as expressed by Okeke (2001). Expressing the same view, Vanderlem
(1990) observed that severe hearing impairment in a child has serious implication
for the development of speech, language, cognition and social behaviour. In the
same vein, Aiyeleso (2004) explained that hearing loss can be a great handicap to
growth, development and learning. She also added that hearing impairment
indicates some damages or malformations of the hearing mechanism. It is an
abnormality of hearing resulting in deafness or hard of hearing.
Hearing impairment can be classified using the following criteria as in
Okeke (2001); the degree of hearing loss, the time of onset, type of hearing loss,
the age when the disability started, and the number of ears affected. Mackenzie,
(2007) also classified hearing impairment into five categories using different
degrees of hearing loss as enumerated below:
Mild hearing loss: the pure tone average of individuals who are within this range is
between 21-40decibles. Only speech that is produced at a distance is difficult to
understand.
Moderate hearing loss: the average hearing loss is from 41-55 decibels. Typical
conversational speech is heard.
Moderately severe hearing loss: their pure tone average is between 56-70 decibels.
Only loud speech can be heard.
Severe hearing loss: they fall between 71-90 decibels. Even loud speech is hard to
understand.
Profound hearing loss: they fall from 90+ and they are considered deaf, the
individual must use assistive listening devices to understand information presented
orally.
Based on the type of hearing loss under discussion, Onu (2008) classified
hearing loss into two general types which are enumerated below.
Conductive hearing loss: This is a hearing loss caused by blockage or damage to
the outer or middle ear and it prevents sound waves from travelling to the inner
ear. Sometimes, this hearing loss can be caused by head cold, however, the
problem can be cleared off as soon as the infection clears up.
Sensor neural hearing loss: This occurs when there is damage to the inner ear or
the auditory nerve. This results in the inability of the inner ear to send messages to
the brain or receive feedback from the brain. Usually, this type of hearing loss
cannot be improved medically or surgically. This is also known as perceptive
hearing loss in Okeke (2001).
In Nigeria, there is yet none accurate record of the number of hearing
impairment. However, Okeke (2001) estimated that about one in every one
hundred children has some degree of hearing loss. The students with hearing
impairment are faced with many problems in the areas of personal-social,
educational and vocational developments which could be modified through
counselling services.
Concept of Students with Hearing Impairment
Students with hearing impairment according to Ugwanyi, (2009) are
students whom due to disease or accident are either born with hearing loos or
develop hearing loss later in life. Students with hearing impairment are concerned
with students having problem of receiving and interpreting sound or message.
Supporting the above view, Ozoji (2005) states that students with hearing
impairment are those students in whom the sense of hearing is defective and this
could range from ability to hear partially to total deafness. According to Mba in
Okeke (2001) students with hearing impairment are those with total deaf or
anacrusis, hard of hearing or students with partial hearing. The view of the above
author was supported by Mills (1990) when he explained that students with hearing
impairment are persons who have partial hearing loss, meaning that the ear can
pick up some sounds; others have a complete hearing loss, meaning that the ear
cannot hear at all.
Agreeing with the above statement, Olawale, (2000) states that persons with
hearing impairment are those who have lost some, but not all of their hearing and
who can or cannot benefit from the use of hearing aids in order to understand the
use of speech. This according to Ugwanyi (2009) means that those who cannot
benefit from the use of hearing aids are classified ` deaf` while those who can
benefit from the use of hearing aids are classified `hard of hearing`.
According to Abang (1992), students with hearing impairment are those
students with slight hearing loss, mild hearing loss, moderate hearing loss, severe
hearing loss and profound hearing loss. Ugwuanyi also described those with
hearing impairment as those who are either born with hearing loss or develop
hearing loss later in life. Ikponmwosa cited in Ugwuanyi also explains that a
person with hearing loss is considered so if his responses to sound are so limited
that he cannot acquire speech in the natural way, meaning that the person does not
imitate what he hears or what others say to him. With the views of above authors,
the researcher therefore sees students with hearing impairment as those students
whose ears are not functioning effectively, that are those students with hearing
defect of not hearing well or do not hear at all.
The usefulness of hearing to man cannot be overemphasized. This is better
expressed by the person with defective hearing or the person with hearing
impairment. In other words, the absence of good hearing in man brings about
series of life limitations. Some of such limitations include lack of personality and
social competencies. Mba (1995) observed the effects of hearing impairment to
include emotional instability, lack of self confidence, negative self image and
depression. In line with Mba`s observation, Okeke (2001) states that social and
emotional maladjustment is a problem concomitant with deafness as a serious
sensory deprivation. This deprivation she said, influences the way the students with
hearing impairment sees or reacts to things and situations. Man is a social being,
so goes the popular saying: social interaction requires the use of hearing. So for
full and proper interaction in the community and or any learning environment man
uses this sense of hearing to integrate into the system. According to the National
Occupational Standard for Teaching and Learning, (NOSSTL, 2007), those with
hearing impairment may have immature social skills and personality disorders or
present challenging behaviours which may arise from complex needs.
The social-emotional state of a child is so important that it may affect his/her
ability to learn and retain what is learnt in the classroom. For this reason, Policy
Centre (2007) argues that social and emotional development is just as important as
literacy, language and number skills in helping to prepare children for school.
Personal- social adjustment is concerned with the development of the whole
person. It incorporates both educational and vocational adjustments as well as
personal-social, mental and emotional adjustments with students with hearing
impairment. The personal- social adjustment will depend on a number of factors
such as level of personal development and maturity, the degree of emotion and
mental balance and extent they are socially adjusted. By observation, students with
hearing impairment occasionally feel unhappy, unable to meet their needs,
perplexed, disappointed, confused and frustrated especially when they experience
failure.
Hearing is very useful in the education of a child. Okuoyibo (2006) stated
that teaching and learning are predominantly done through oral communication. It
then means that the child uses sound ear for hearing for hearing purposes as the
teaching is done through speech. All aspects of learning which could be at home,
in the classroom, in the street etc are facilitated through good hearing. Hearing
impairment therefore affects the communication ability of the child. This effect is
felt more in the classroom activities including teaching and learning process. This
implies that during teaching and learning process, the teacher becomes the
communicator while the child becomes the receiver, and one must have good
hearing to be an effective receiver.
In view of this, Adediran and Alaka (2005) states that the child with hearing
impairment experiences short attention span, poor comprehension, distraction, poor
performance, hyperactivity, isolation from others, all of which exert negative
influence on his/her academic performance. Also a child who is withdrawn or
shows some fears cannot integrate fully in the classroom. More still, a child who
lacks empathy and is extremely impulsive cannot equally study among his /her
mates. This is the plight of students with hearing impairment in the classroom. It
therefore, becomes imperative that the class teacher should be one who has
classroom management ability to handle such child. The functions of counselling
in education are very crucial especially to the students with hearing impairment.
For instance, if left unguided, these students are prone to choose subjects without
directly relating to their interest, ability and aptitude. Such students may end up
being frustrated individuals for they may not be able to cope with their academic
pursuit.
There was a report made by the National Planning Commission of Nigeria
(2004) that Nigeria has unemployment rate of 10.8 percent which is among the
highest in the world. In this country `Nigeria`, great value is placed on working in
order to earn money and where such thing happens, persons with disabilities
including students with hearing impairment, are likely to be looked down upon.
For this, Ugwuanyi and Ozioko (2005) had this to say: they may find it difficult to
live a satisfied life especially when they do not have a job.
Adejimola and Tayo-Olajubutu (2009) observed that for an individual to
have a fulfilled life, the type of entrepreneurship activity he engages in plays an
important role, so career guidance is mandatory for students with hearing
impairment to fit into various entrepreneurship activities. For realistic vocational
decision to be made by the student with hearing impairment, and also have
entrepreneurial mindset that will help them function effectively in the society
within the limit of their capabilities, the role of guidance and counsellor cannot be
overemphasized
Guidance and counselling is needed in helping these students who cannot or
do not have access to any other meaningful source of information such as
privileges enjoyed by listening to the relevant radio and television programmes so
as to make vocational decision, enhance skill development and develop an
entrepreneurial mindset. Counselling according to Makinde in Okeke (2003) is an
enlightened process whereby a person helps another by facilitating growth,
development and positive change through an exercise of self understanding. Career
or vocational guidance or education is defined as a long term learning process that
empowers the students for exploration of occupational and educational
opportunities. Special need persons including students with hearing impairment
need professional assistance in attaining the dignity of appropriate job. Placement
of special need persons, which include those with hearing impairment in suitable
employment, is the most singular important goal a vocational counsellor, should
engage to help these students make wise occupational choices, obtain the necessary
occupational preparations, find employment for which they are suited and become
adjusted to their jobs.
As pointed out by Broling and Gysber (1979) too many special need persons
including students with hearing impairment do not have well defined vocational
goals, interests’ values and knowledge about the world of work. Many received no
work experiences. From the fore going, it is observed that students with hearing
impairment are posed with a number of needs ranging from personal social,
educational and vocational needs.
Theoretical Framework.
Theory of Need
There are different theories of need expressed by scholars in their diverse
fields of learning with respect to humans but a more practically established and
recognized theory of need (though met with certain criticisms) was postulated by
Abraham Maslow. In his (1943) paper “a theory of Human motivation” he
proposed a theory of psychology.
He subsequently extended his idea to include his observations of human’s
innate curiosity. His theory was well articulated because it parallels many other
theories of human developmental psychology, all of which focus on describing the
stages of growth in humans. He made use of terms “physiological”, “safety”
“Belongings” and “love”, Esteem” and self actualization needs to describe the
pattern that human motivations generally move through.
The hierarchy of need according to Maslow’s theory of self actualization
suggests that people are motivated to fulfil basic needs before moving to other
more advanced needs. This hierarchy is most often display as pyramid the lowest
levels of the pyramid are made up of the most basic needs while the more complex
needs are located at the top of the pyramid. Needs at the bottom of the pyramid are
basic physical requirement including the need for food, water, sleep and warmth.
Once these lower levels needs have been met, people can move on to the next level
of needs which are for safety and security. As people progress at the pyramid,
needs become increasingly psychological and social. Soon the need for love
friendship and intimacy become importance. Further up the pyramid, the need for
personal esteem and feelings of accomplishment take priority as in Carl Roger`s
theory. Maslow emphasized the importance of self actualization which is the
process of growing and developing as a process in order to maximally utilize one`s
potentials.
He also proposed the need for enhancement of self concepts. Self concept is
a very broad term comprising of a number of sub-concepts. However, only
personal, social and physical sub-concept will be considered in this study. There
are several social problems commonly developed in the students with hearing
impairment, they tend to experience emotional instability, lack self image and
depression.
Most students with hearing impairment develop low self concept hence they
see themselves as incapable of harnessing their assets. Counselling these students
with hearing impairment would therefore go a long way to improving the various
aspects of self-concept of the students which in turn will motivate them to
progressively meet with their desired needs. This is due to the fact that “an
established positive self concept for the special need teenager of which those with
hearing impairment are among, that human desires are innately given and exist in
an ascending hierarchy.
Basic physiological needs such as food, sleep and protection from extreme
hazards of the environment must be met. After these, then comes the needs for
security and safety which is also very important; both the hearing and the non
hearing need some kind of order, certainty and structure in their lives. Once these
are met, the third need which is to belong and to love comes into play. Fourth in
the hierarchy is the need for self-esteem, for both self-respect and esteem from
other people. When all these need have been met, the fifth and the highest need
emerges namely the need for self-actualization, or the desire to become everything
that one can become.
Therefore, students with hearing impairment irrespective of their condition
should be assisted through effective counselling to learn how to progressively
satisfy their needs in a hierarchical order to attain self-actualization.
Social System Theory
Social system theory was postulated by Gregory Bateson in 1940s. A social
system is an orderly and systematic arrangement of social inter-actions. It is a
network or interactive relationship. The constituent parts of social system are
individuals which include students with hearing impairment.
The family is a social system in which every human being belongs to. The
family is seen as a major force in shaping the entirety of the child, which is the
home where he lives and gets his early education. In the family as a system,
whatever affects a member or whatever problems a member is facing would
definitely affect other members of the same family. The family has been viewed as
a system in which the action of each individual member has an effect on the family
as a whole. It is therefore pertinent that students with hearing impairment,
irrespective of their situation should develop the ability and interest to interact
effectively with the members of their immediate family and society at large, to
enhance the development of sound and balanced personality.
Review of Empirical Studies
Studies Related to Personal Social Needs
A lot of research studies have been conducted which are related to the
present study. Akinpelu (1995) carried out a study on the psychological needs of
hearing impaired students in a regular university setting in Ilorin, Nigeria. The
researcher used the purposive sampling technique to obtain the sample of the
hearing impaired students while the systematic random sampling procedure was
used to obtain a sample of hearing students. The researcher organised a `Talk shop`
for both hearing and hearing impaired students. The consensus of the opinion of
the partisans at the `Talk shop` were used in finally appraising situations as regards
the needs of the hearing impaired. Both groups were able to discuss their feelings
and opinions towards one another freely. The finding revealed that students with
hearing impairment exhibit inquisitiveness, isolation, aggressiveness and easily
getting annoyed due to the following: the hearing peers do not understand the
language of the deaf (language of signs). Because of this, the hearing students
assume that the deaf gossip. The issue of being inquisitive, hearing impaired
students reacted by explaining that they have to be inquisitive to know what is
happening around them because they live in a `closed world` and cannot get
information easily as hearing individuals. On the issue of aggressive, almost all
hearing students agreed upon this but the hearing impaired students explained that
hearing people pretend and deceive them a lot and when they get to understand
this, they usually flare up. The hearing impaired students also reported that hearing
students do distract them a lot by their movement during their private reading in
lecture room. That is why they requested for their own reading room in the
university environment.
Obidoa and Onwubolu (2010) studied social and emotional problems of
pupils with hearing impairment in inclusive and non inclusive schools in Delta
state of Nigeria. Survey design was used to collect data from population of pupils
with hearing impairment in primary school children in special and inclusive
schools in the state, a sample of 93 senior primary school pupils (45 males 48
females, 50 inclusive, 45 in non inclusive) was drawn using stratified, random
sampling techniques. A validated, 30 items questionnaire with a reliability
coefficient of .82 was used for data collection. Mean analysis was done to answer
the four research questions and t-test was used to test the three hypotheses that
guided the study. Results showed that deaf students in inclusive school did not
have more global social and emotional problems than those in special schools.
Specific social and emotional problems for students in inclusive school did not
differ from those in non inclusive schools. No significant gender difference was
observed in the findings.
Kluwin, Stinson and Cloarosis (2002) reviewed 33 studies available since
1980 on social processes and outcomes of the placement of deaf students with their
hearing peers. They found out that the hearing students were more socially matured
than deaf students in public schools, deaf students had more interaction with their
deaf classmate than with hearing ones, that students were somewhat accepted by
their hearing classmate, that self esteem was not related to extent of
mainstreaming.
Studies Related to Educational Needs
A study was carried out by Oyewumi (2008) on investigation of inclusive
instructional practices and learning of students with hearing impairment in post
secondary schools in Oyo, Nigeria. The researcher used purposive sampling to
obtain sample of both teachers and students with hearing impairment. A total of
250 participants were used for the study, 100 teachers and 150 students. 4 research
questions were formulated to guide the study. Structured questionnaire was used
with a descriptive design. Method of data analysis used was descriptive statistics
involving frequency count, percentages, mean and standard deviation. The results
of the study affirmed the virtues of inclusive education and also noted that
significant number of the sampled teachers did not possess teaching credentials and
do not have special education training. Hence they lacked basic skills in teaching
students with special needs especially the hearing impaired, plagued with
communication problems. Further the pertinent role of interpreters was reiterated.
However, students with hearing impairment were comfortable with peers and
lecturers. The study recommended that teachers should be given opportunities to
attend courses or workshops on inclusive education. Teachers training institute and
colleges should also include concept of inclusive as part of their curriculum.
A study was also carried out by Richardson, Long & Foster (2009) on
academic engagement of students with hearing loss in distance education. The
purpose of the study was to compare the academic performance of students with
hearing loss with those who did not have hearing loss in distance learning. The
study did not however defined distance learning, whether it is through the internet,
video, television or phone. The first group of students were those who had hearing
loss and it included 267 students. The second group was 178 students without
hearing loss. The result of the study showed that students who had hearing loss and
who received distance learning were lower achievers than the students who were
not hearing impaired and equally received distance learning.
In another study of educational achievement of hearing impaired children in
tests involving verbal comprehension either directly or indirectly, Farrant in Okeke
(2001) revealed that hearing impaired children had retardation in comprehension as
was observed in their performance of the tests. Alade and Abosi (2001) confirmed
this as they found that hearing impairment have adverse effects on academic
achievements but the magnitude of such adverse effects determines the degree of
academic problems experienced by hearing impaired students
Another study carried out by Anita, Jones Reed & Kreimer (2009) on
academic status and progress of deaf and hard of hearing students in general
education classroom. A total of 197 deaf or hard of hearing who attended general
education classes for 2 or more hours per day were used for the study. Scores on
standardized achievement test of mathematics, reading language, writing and
standardized teachers rating of academic competence annually for 5 years, together
with other demographic and communication data were generated. Results on
standardized achievement tests indicated that over the 5 years period, 63%- 79% of
students scored average or above average range in mathematics, 48%- 68% in
reading and 55%-76% in language and writing. Average student progress in each
subject area was consistent with or better than that made by the norm group of
hearing students` and 79%-81% of students as average or above average in
academic competence over the 5 years. Findings showed that majority of these
students are achieving within the normal range ( i.e. between +1 and -1 SD) of
hearing students on standardized tests of mathematics, reading and
language/writing. Similarly, most of them are perceived by their teachers as
performing academically within the range of their classmates. Findings also reveal
that most of the students are also making one (1) year`s progress in one (1) year`s
time and in the area of language/writing, many are making more than 1 year
progress in a year time.
Summarily, a study was also carried out by Goll (1989) at Kansas school for
the deaf, Olathe, Kasas. He identified inability to hear words spoken by teachers
and taking notes properly as academic stress in 29 hearing impaired children who
participated in his study. He observed that these affect their academic
achievements. They were presented with ten different rhythmic patterns both via a
tape player. When the different patterns were experienced via the so matron, the
children were able to correctly identify a higher number of changes in rhythm than
were when the patter was presented orally. This finding was statically significant
(p< 0.01). he pointed by vibrotactile stimuli and that learning can occur at a faster
rate and in a more relaxed manner from this study, we can identify two academic
stressors the hearing impaired students face and a method that can be used to
reduce their academic stress, that is when hearing is improved or when they
understand their teachers.
Studies Related to Vocational Needs.
In a study carried out by Renee, Peter and Mery (2005) on predicting career
development in hard of hearing has it major aim to investigate the career
development of hard of hearing high school students attending regular classes with
itinerant teacher support. Sixty five(65) hard of hearing students with a matched
group of normal hearing peers were measured on career maturity, career
indecision, perceived career barriers and three variables associated with social
cognitive career theory (SCCT), career decision making, self efficacy outcome
expectations, and goals.
In addition, the predictors of career maturity and career indecision were
tested in both groups. Results indicated that (a) the two groups did not differ on
measures of career maturity (b) the SCCT variables were less predictive of career
behaviours for the hard of hearing students than for the normal hearing students,
and (c) perceived career barriers related to hearing loss predicted lower scores on
career maturity attitude for the hard of hearing students.
A study was also carried out by Onwubolu, Obidoa and Kemjika (2009) on
motivational factors that influence the vocational preference of students with
hearing impairment in South- Eastern Nigeria. The purpose of the study was to
identify the motivational choice of students with hearing impairment so as to use
this as a means of designing appropriate entrepreneurship education for them. The
researchers used a survey research design, two research questions and two
hypotheses that guided the study. The population for the study was made up of all
the students with normal hearing in Southern- Eastern part of Nigeria which
included Rivers, Cross River, Imo, Abia, Anambra Enugu Bayelsa Ebonyi and
Akwa Ibom States. While the sample size of 137 students with hearing impairment
were composed with a multiple stage sampling using random and purposive
sampling techniques. Motivational Factors Questionnaire was used for data
collection (MFQ). It was subjected to validation and had a test-retest correlation
value of 0.87, means; ANOVA and t-test were used for data analysis. The results
showed that the students are highly motivated by self-expression value, external
influence, and extrinsic reward oriented values and people oriented values. No
difference was observed between males and females, and no significant difference
was found between the factors. One of the implications of these findings is that
what motivates students with hearing impairment is the same for other students.
Among the recommendations made is that individual motivational factors should
be used in vocational counselling of these students.
Summarily another study was also carried out by Etonyeaku (2011) on
economic empowerment through vocational education for youth with special needs
in Nsukka Education Zone of Enugu state. The purpose of the study was to
examine the vocational education needs of people with special needs and
restructure a curriculum that will reflect the changes and adapt them for the
improvement of teaching and learning. Two research questions and a null
hypothesis guided the study. The study was conducted in Nsukka Education Zone
of Enugu State with a sample size of 270 students with special needs. Multiple
stage sampling technique was done using random and purposive sampling
technique. The structural questionnaire face-validated by three experts while
Cronbach Alpha method was used to test the internal consistency of the instrument
which yielded a coefficient of 0.70. Means were calculated to answer research
questions while t-test was used to test the null hypothesis at 0.05 level of
significance and 268 degree of freedom. The results showed that 30 vocational
training needs were required by people with special needs. Data collected and
analyzed led to the conclusion that vocational training preference influence people
with special needs. Among the recommendation made is that individual vocational
training preferences should be used in vocational training of students with special
needs.
Studies Related to Gender.
Some empirical studies have been carried out on gender issues about
students with hearing impairment. For instance, a study was carried out by
Ugwuanyi (2009) on effects of three sign language mode on reading
comprehension of pupils with hearing impairment in Enugu state. Two primary
schools for the deaf in Enugu state were used for the study. The population for the
study was 35 pupils from both schools. Twenty four (24) were males while 11
were females. The instrument used for the study was a teacher made Test of
Reading Comprehension (TRC). In carrying out the study, a non –equivalent pre-
test-post-test quasi-experimental design was employed. Three research questions
and three hypotheses were formulated to guide the study. The data obtained was
analyzed using mean and standard deviation for research question while analysis of
Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of
significance. The results of the study showed that gender has no significance
influence on the academic achievement of pupils with hearing impairment.
Also, another relevant study was also carried out by Eskay, Onu, Ugwuanyi
& Eze (2012) on the effect of training of teachers on the use of local sign language
on the academic performance of children with hearing impairment in social
studies. Two schools for the deaf in Enugu Education zone were sampled. The
population for the study comprised of 34 pupils with hearing impairment from the
schools. The instrument used for this study was achievement test on social studies
(ATS). Research questions and hypotheses were formulated to guide the study.
Mean and standard deviation were used to analyse the data collected for the study.
An analysis of covariance was used to test the hypotheses at 0.05 level of
significance. The findings revealed that gender has no significance influence in the
academic performance of pupils with hearing impairment
Furthermore, a study was carried out by Obidoa & Onwubolu (2011) on
academic achievement of pupils with hearing impairment in inclusive and non
inclusive schools in Delta state of Nigeria. The purpose of the study was to
compare the academic achievement of hearing impaired (HI) pupils in both
inclusive and non inclusive schools and find out if this will be influenced by sex
and class. The study used ex-post facto design and was guided by three research
questions and one hypothesis. The population for the study was made up of senior
primary school pupils in all the 8 special schools for children with hearing
impairment and the only inclusive school in the state, a sample of 78 hearing pupils
were selected, 42 in special schools, and 36 in inclusive, 47 male, 32 female, in
grade/primary 4, 5 & 6. School achievement scores were derived from the average
scores earned by the pupils in their school result sheets. Mean and t-test were used
to answer the research questions and test the hypothesis respectively. The results
showed that there was no significant difference in academic achievement between
school types, and classes. But female pupils achieved slightly better than the male.
Summary of Literature Review
The review of literature was done under three main themes namely the
conceptual framework, theoretical Framework and empirical studies. In review of
conceptual framework, it was discovered that even though there were different
definitions of hearing impairment, there is a consensus that it is a deviation from
the normal ear either in structure or function, great enough to interfere with
efficiencies in hearing. The term also refers to those who rely on sign language as
their mode of communication. They include the deaf and hard of hearing.
Counselling was perceived to mean a help or assistance rendered to a person
or a group of persons so that the person(s) can understand himself/themselves and
his/their world. The literature equally differentiated between guidance and
counselling and stressed the fact that guidance and counselling are twin concept in
spite of their differences. It was clear that there are three areas of guidance and
counselling services in school and they are personal social, educational and
vocational services. It was noted also that there are two types of counselling
namely individual and group counselling. From the available literature, it was clear
that counselling involves many approaches but the application of various
approaches depends on the type of problem that the client comes up with.
It was also observed that students with hearing impairment are those
students with hearing difficulties which was due to accident or diseases or are
either born with hearing loss or develop hearing loss later in life. The literature also
revealed that students with hearing impairment have problems of receiving and
interpreting sound or message, and they are group of people that hear partially or
people that do not hear at all.
Some studies were reviewed on the effects of gender on counselling needs of
students with hearing impairment. While some boys who are hearing impaired
provide evidence of performing better than girls who are hearing impaired, some
studies provide evidence of girls who are hearing impaired performing better than
boys who are hearing impaired in education. Other studies as well found no
difference in the inconsistencies in the relationship between genders in educational
achievement of students with hearing impairment.
Needs was perceive also to mean a condition of lack or wanting something
necessary or very useful. Personal social problems, educational problems and
vocational problems of students with hearing impairment were reviewed.
Theoretical support on counselling needs which is the basis for adjustment
for special need persons especially students with hearing impairment, was
reviewed under Abraham Maslow`s theory of need and Gregory Bateson social
system theory. The literature also reviewed empirical support on personal needs,
educational needs, vocational needs and gender.
Since studies have shown that students with hearing impairment experience
problems in personal-social, educational and vocational adjustments, the researcher
deems it fit to carry out this study in order to identify these personal-social,
educational and vocational needs associated with students hearing impairment in
Enugu state which can be resolved with guidance and counselling interventions.
From the literature reviewed so far, it appears that there has not been any study
done on the counselling needs of students with hearing impairment in Enugu state.
It is this gap that the present study intends to fill.
CHAPTER THREE
RESEARCH METHOD
In this chapter, the researcher presents how this study will be carried out.
Specifically the chapter deals with the design of the study, the area of the study,
population of the study, sample and sampling technique, instrument for data
collection, validation of the instrument, reliability of the instrument, method of
data collection and method of data analysis.
Design of the Study
The research design is a descriptive survey. A descriptive survey design
according to Ali (2006) is a study which seeks or uses the sample data in an
investigation to document, describe and explain what is in existence or non
existence of the present status of phenomena being investigated. The study used
this approach because it aims at eliciting information on counselling needs of
students with hearing impairment in Enugu state of Nigeria.
Area of Study
The study was carried out in Enugu state, Nigeria. Specifically, it was
conducted in Government Secondary School for the deaf Ogbete in Enugu urban.
The area was chosen because the Government Secondary School for the Deaf is the
only one secondary school for the deaf functioning in full capacity in Enugu
Education Zone of Nigeria.
Population of the Study
The Population of the study comprised all the 30 SS 11 students of
Government Secondary School for the Deaf in Ogbete Enugu. SS 11 Students was
used for the study because at this advanced stage of senior secondary school
programme, they are expected to face the complications and confusion resulting
from appropriate career choice, subject selection and accompanying emotional
instability.
Sample and Sampling Technique
The sample for the study comprised 30 senior secondary class 11 students in
Government Secondary School for the Hearing impaired Enugu comprising of 24
males and 6 females students. No sampling as the entire population was used for
the study since their number is small and manageable.
Instrument for Data Collection
Data was collected using a researcher developed questionnaire titled Hearing
Impaired Students Counselling Needs Questionnaire (H I S C N Q). The
instrument was made by the researcher with the help of related literature.
HISCNQ consists of a thirty six items. The instrument has two sections: Section
`A` deals with bio-data information of respondents while section `B` contains 36
items. Section B is made up of three clusters namely: personal-social needs
consisting of 15 items, educational needs also consisting 12 items and vocational
needs with 9 items. It is on a four point rating scale of Strongly Agree (SA) 4-
points, Agree (A) 3- points, Disagree (D) 2- points, and Strongly Disagree (SD) 1-
point.
Validation of Instrument
The face validation of instrument was ensured by presenting the draft
questionnaire to three experts, one in special education, one in guidance and
counselling and one in measurement and evaluation. The validates were asked to
examined the content, language and relevance of the items to address the purpose
of the study. Their comments and suggestions were utilized in developing the final
copy of the instrument. Out of the 39 items sent for validation, two of the items
were removed which brought the number of the items to 36 in numbers
Reliability of Instrument
The reliability of the instrument was ascertained by administering the
questionnaire instrument to 10 students from Imo state secondary school for the
Deaf Mbaitoli, Owerri. The students were randomly selected and were subjected to
trial testing. The students used are not part of the sample to be used for the study.
Cronbach Alpha was used to determine the internal consistency of the instrument.
Cronbach Alpha is suitable for the instrument because the items are polytomously
scored. Items being polytomously scored means that the items are multiple based
responses. The reliability coefficient for personal- social needs, educational needs
and vocational needs are given as 0.81, 0.84 and 0.73 respectively. The overall
reliability coefficient is given as 0.92.
Method of Data collection
The researcher with two trained research assistants who are the teaching
staff of the school under study administered the instrument to the respondents. The
staff would be educated on the modalities for administering and collection of
Method of Data Analysis
Mean and standard deviation was used to answer the research questions.
Since the scale mean of 4points + 3points + 2points +1ponit = 10 points divided by
4=2.50, item mean of 2.50 and above was regarded as a positive response while
item mean below 2.50 was regarded as a negative response.
The Null hypotheses were analysed using t-test statistics at 0.05 level of
significance.
CHAPTER FOUR
PRESENTATION OF RESULTS
In this chapter, data for the study were analyzed and presented based on the
research questions and hypothesis.
Research Question 1: What are the personal- social needs of students with
hearing impairment?
Table 1: The mean ratings and standard deviation of students with hearing
impairment on their personal-social needs.
S/N
My personal social needs are how to:
X
SD
D
1 Relate well with classmates 3.30 .79 A
2 Accept constructive criticism from fellow students 3.23 .72 A
3 Get along well with parents 3.03 1.03 A
4 Discuss freely with non-hearing friends 3.16 .91 A
5 Stop being timid 3.00 1.08 A
6 Develop a positive self-concept. 2.96 .88 A
7 Make friends easily. 3.26 .90 A
8 Relate freely with teachers. 3.03 .92 A
9 Be bold to speak out. 3.13 .97 A
10 Overcome inability to face audience. 2.83 1.14 A
11 Overcome social problems. 3.43 1.17 A
12 Stop being shy. 3.00 1.01 A
13 Express anger appropriately without becoming violent. 2.90 .92 A
14 Control temper. 2.90 .95 A
15 Appropriately cope with peers in group activities. 2.76 1.22 A
Data presented on Table 1 above, show the item mean scores X and standard
deviation (SD) of students with hearing impairment on their personal – social
needs. The mean scores of the students on items 1 – 15 are 3.30, 3.23, 3.03, 3.16,
3.00, 2.96, 3.26, 3.03, 3.13, 2.83, 3.43, 3.00, 2.90, 2.90, and 2.76 with
corresponding Standard Deviation (SD) of .79, .72, 1.03, .91, 1.08, .88, .90, .92,
.97, 1.14, 1.17, 1.01, .92, .95, and 1.22 respectively. This shows that the students
agree to have personal social needs in all the areas listed on the Table. Similarly,
the standard deviations on the items are found to range from .72 to 1.17. This
indicates that there is no wide discrepancy among the respondents in their opinion
on their personal-social needs.
Research Question 2: What are the educational needs of students with hearing
impairment?
Table 2; The mean ratings and standard deviations on educational needs of
students with hearing impairment.
S/N
My educational Needs are how to:
X
SD
D
16 Become university undergraduate one day. 3.06 .94 A
17 Understand how to study effectively. 3.00 .94 A
18 Overcome fear of examinations. 3.03 1.12 A
19 Develop good study habits. 2.96 1.09 A
20 Develop appropriate learning strategies. 2.83 1.05 A
21 Listen carefully to teacher’s instructions. 3.10 1.06 A
22 Manage time effectively. 2.96 1.06 A
23 Understand the areas of personal abilities. 2.76 1.10 A
24 Identify educational problems. 3.13 .93 A
25 Acquire academic problem solving skills. 2.76 1.07 A
26 Understand how to manage finance for educational
materials.
3.13 .97 A
27 Work hard to obtain good grades in examinations. 3.10 .80 A
Data on Table 2 above, shows the items Mean scores ( X ) and
Standard Deviation (SD) on the educational needs of students with hearing
impairment. The mean scores of the students on items 16 – 27 are 3.06, 3.00, 3.03,
2.96, 2.83, 3.10, 2.96, 2.76, 3.13, 2.76, 3.13 and 3.10 with corresponding standard
deviations of .94, .94, 1.12, 1.09, 1.05, 1.06, 1.06, 1.10, .93, 1.07, .97 and .80
respectively. This shows that the students agree to have educational needs in all the
areas itemized. The standard deviations on the educational needs of the students
range from .93 to 1.9. This indicates that the disparities in the opinion of the
students on their educational needs are wide.
Research Question 3: What are the vocational needs of students with hearing
impairment?
Table 3: The mean ratings and standard deviation of students with hearing
impairment on their vocational needs.
S/N
My personal social needs are how to:
X
SD
D
28 Become aware of different kinds of vocational skills. 3.03 .99 A
29 Make choice of job according to interest 2.63 1.15 A
30 Adjust to desirable attitudes necessary for future
profession.
2.93 .86 A
31 Locate source of occupational information. 2.70 1.05 A
32 Be guided on the choice of subjects that will match my
vocational aspiration.
2.23 .93 A
33 Identify abilities that match different vocations. 3.23 .83 A
34 Get information that will prepare one for future
employment.
3.23 1.00 A
35 Understand the requirements for developing different
kinds of skills.
3.23 .81 A
36 Be guided to make appropriate vocational choice. 2.96 .99 A
Data on Table 3 above, shows the item mean scores (X ) and Standard
Deviation (SD) of students with hearing impairment on their vocational needs. The
mean scores of the students on items 28 – 36 are 3.03, 2.63, 2.93, 2.70, 3.23, 3.23,
3.23, 3.23 and 2.96, with corresponding standard deviations of .99, 1.15, .86, 1.05,
.93, .85, 1.05, .93, .85, 1.00, .81 .99 respectively. This shows that the students
agree to have vocational needs in all the areas itemized. The Table also shows that
the standard deviations range from .85 to 1.15. This indicates that the disparities in
opinion among students on their vocational needs are not wide.
Research Question 4: What is the influence of gender on personal-social needs of
students with hearing impairment?
Table 4: Mean ratings of male and female students with hearing impairment
on their personal-social needs.
Sex
N
X
SD
Males 24 2.97 .37
Females 6 3.76 1.26
In Table 4, the mean ratings of male students with hearing impairment on personal
social needs in found to be 2.97 while their female counterpart is 3.76. This shows
that the mean ratings of female students on personal social needs is higher
compared to the mean rating of the male students. This could be an indication that
the female students have more personal social needs.
Research Question 5: What is the influence of gender on educational needs of
students with hearing impairment?
Table 5: Mean ratings of male and female students with hearing impairment on
their educational needs.
Sex
N
X
SD
Males 24 2.94 .58
Females 6 3.15 .52
In Table 5, the mean ratings of male students with hearing impairment on
educational needs is found to be 2.94 while the mean for their female counterpart is
3.15. This shows that the mean ratings of female students on personal social needs
are higher than the mean ratings of the female students. This suggests that female
students have more educational needs than the male students.
Research Question 6: What is the influence of gender on vocational needs of
students with hearing impairment?
Table 6: Comparison of the mean ratings of male and female students with
hearing impairment on their vocational needs.
Sex
N
X
SD
Males 24 2.99 .48
Females 6 3.11 53
In Table 5, the mean ratings of male students with hearing impairment on
vocational needs is found to be 2.99 while their female counterparts have a mean
rating of 3.11. This shows that the mean ratings of female students on vocational
needs are higher than the mean ratings of the male students.
H01 There is no significant difference in the mean rating of male and female
students with hearing impairment in the personal-social needs.
Table 7: t-test analysis of mean response of male and female students with
hearing impairment in their personal-social needs.
Respondents
No
X
SD t-cal df Prob.
Level
Sig
(2 tailed)
Decision
Males 24 2.97 .37 -2.74 28 0.05 .010 Not
Significant
Females 6 3.76 1.26
The t-test result in Table 7 revealed the opinions of male and female students
with hearing impairment in the personal social needs. The table shows that the
mean scores of the male is 2.97 while that of female is 3.76, the t-calculated value
is -2.74 and the Sig. (2-tailed) is .010 while the probability level is 0.05. Since Sig.
(2-tailed) of .010 is greater than probability level of 0.05, the hypothesis is
accepted. Therefore, there is no significant difference between the mean scores of
male and female students with hearing impairment in the personal social needs.
H02 There is no significant difference in the mean rating of male and female
students with hearing impairment in the educational needs.
Table 8: t-test analysis of mean response of male and female students with
hearing impairment in their educational needs.
Respondents
NO Mean SD t-cal df Prob.
Level
Sig
(2 tailed)
Decision
Males 24 2.95 .581 -.785 28 0.05 .439 Not
Significant
Females 6 3.15 .522
The t-test result in Table 8 revealed the opinions of male and female students
with hearing impairment in the educational needs. The Table shows that the mean
scores of the males is 2.95 while that of female is 3.15, the t-calculated value is -
785 and the Sig. (2-tailed) is .439 while the probability level is 0.05. Since Sig. (2-
tailed) of .439 is greater than probability level of 0.05, the null hypothesis is
therefore accepted. Therefore, there is no significant difference between the mean
scores of male and female students with hearing impairment in the educational
needs.
H03 There is no significant difference in the mean rating of male and female
students with hearing impairment in the vocational needs.
Table 9: t-test analysis of mean response of male and female students with
hearing impairment in their vocational needs.
Respondents
NO Mean SD t-cal df Prob.
Level
Sig
(2 tailed)
Decision
Males 24 3.0 4.80 -.495 28 0.05 .624 Not
Significant
Females 6 3.10 5.30
The t-test result in Table 9 revealed the opinions of male and female students
with hearing impairment in the educational needs. The table shows that the mean
scores of the males is 3.0 while that of female is 3.10, the t-calculated value is -495
and the Sig. (2-tailed) is .624, while the probability level is 0.05. Since Sig. (2-
tailed) of .449 is greater than probability level of 0.05, the null hypothesis is
therefore accepted. Therefore, there is no significant difference between the mean
scores of male and female students with hearing impairment in their vocational
needs.
Summary of Major Findings
Based on the research questions and the null hypotheses that guided the
study, a number of findings were made. The result revealed that:
The students agree to have needs on all the personal social areas
examined.
The students agree to have needs on all the educational areas examined.
The students agree to have need on all the vocational areas examined.
There is no significant difference between the mean scores of male and
female students with hearing impairment in their personal social, educational
and vocational needs.
CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSION, EDUCATIONAL
IMPLICATIONS, RECOMMENDATIONS AND SUMMARY
This chapter is discussed under the following sub-headings: discussion of results,
educational implications of the study, recommendations, limitations of the study,
suggestions for further studies and summary of the study.
Discussion of Results
The discussion of results is presented to correspond with the research
questions and hypotheses that guided the study under the following headings
1. Personal-social needs of students with hearing impairment.
2. Educational needs of students with hearing impairment
3. Vocational needs of students with hearing impairment
4. Influence of gender on personal-social needs of students with hearing
impairment.
5. Influence of gender on educational needs of students with hearing
impairment
6. Influence of gender on vocational needs of students with hearing
impairment.
Personal-Social Needs of Students with Hearing Impairment.
The result of the study clearly indicated that the students with hearing
impairment have some person-social needs. Some of these personal-social needs
include how to: relate well with classmates, accept constructive criticism from
fellow students, get along well with their parents, discuss freely with non-hearing
friends, stop being timid, develop a positive self concept, make friends easily and
relate freely with teachers. Some other personal-social needs of students with
hearing impairment are how to: be bold to speak out, overcome inability to face
audience, overcome social problems, stop being shy, express anger appropriately
without becoming violent or destructive, control temper and appropriately cope
with peers in group activities or situations.
The mean rating on the agreement of the of the students with hearing
impairment in expressing these personal-social needs ranges from `How to adapt to
social problems` with mean score of (3.43) to `How to appropriately cope with
peers in group activities or situations` with mean score of (2.76) which included all
the items in table 4. The findings of this study are in harmony with the findings of
Akinpelu (1995) on the psychological needs of students with hearing impairment
in a regular university setting, which is that the students with hearing impairment
exhibit inquisitiveness, isolation, aggressiveness and easily getting annoyed.
The study conducted by Obidoa and Onwubolu (2010) among students with
students with hearing impairment in both inclusive and special schools revealed
that students with hearing impairment share the same personal-social, emotional
and other psychological problems alike as also found out in the present
investigation.
Also confirming the personal-social needs of students with hearing
impairment as revealed in this study, Kluwin, Stinson and Cloarosis (2002) in
their study, found out that the non hearing impaired students were more socially
matured than the students with hearing impairment. Students with hearing
impairment restrict their interaction with their fellow hearing impaired students
while the non- hearing impaired students extend their interaction to non-hearing
impaired and hearing impaired alike.
The trend of the result on personal-social needs of students with hearing
impairment could be attributed to their limitation in communication. They
experience difficulty in communicating freely with everybody unlike the non-
hearing impaired counterparts. Those with hearing impairment also perceive
themselves as inferior classmate to other students, downcast in spirit and of low
self concept. However, these wrong perceptions and ill-feelings can be modified
through effective guidance and counselling services for the students with hearing
impairment.
Educational Needs of Students with Hearing Impairment
The result presented in Table 2 reveal that the educational needs of the
students with hearing impairment consist of all the needs itemized in the Table.
The highest consensus opinion of the students with hearing impairment on their
educational needs is how to: identify educational problems and ability to manage
finance for procurement of educational materials with mean scores of 3.13 and
3.13 respectively. Other educational needs of students that has high mean scores
are how to: listen and comprehend teacher`s instructions and directions with mean
score of 3.10, work hard to obtain good grades in examinations with mean score of
3.10. The least expressed consensus opinion of the students on their educational
needs is how to understand their strengths and weakness and how to acquire
academic problem solving skills with mean scores of 2.76 and 2.7 respectively.
The findings Table 2 therefore, reveal that the students with hearing
impairment expressed need in all the 12 items making up the cluster. These
established facts therefore underscore the need for guidance and counselling
services for educational adjustments of students with hearing impairment. In a
study conducted by Richardson, Long and Foster (2009) on academic engagement
of students with hearing loss in distant education and students without hearing loss
also engaged in the same distant education; it was also revealed that students with
hearing loss performed lower than students without hearing loss in distance
learning. The poor performance of the students with hearing loss in their study
supports the findings of this present study that students with hearing impairment
are plagued with numerous educational needs that require guidance and
counselling services for appropriate adjustment to enhance their academic
performance.
Vocational Needs of Students with Hearing Impairment
The result of findings presented in Table 3 clearly indicated the acceptance
of the students with hearing impairment that they have some fundamental
vocational needs. Thus, four items on the cluster ranked highest with mean score of
3.23 for each of the four items. They include the need to be guided on choice of
subjects that will match their vocational aspiration, need to be able to identify
abilities that will match their different vocations, the need to get information that
will prepare them for future employment and need to understand the requirements
for developing different types of skills. Next in the mean ranking of acceptance by
the students with hearing impairment is need to be aware of different kinds of
vocational skills with mean score of 3.03, followed by the need to be guided to
make appropriate vocational choice with mean score of 2.96. Other items in the
hierarchy of positive mean scores include the need to adjust to desirable attitudes
necessary for future profession and the need to locate sources of occupational
information with a mean score of 2.70.
Supporting the findings of this study on the vocational needs of students
with hearing impairment, the result of the study conducted with sixty-five (65)
hard of hearing students by Renee, Peter and Mery (2005) indicated that the hard
of hearing students tested with social cognitive career theory variables, the results
were less predictive of career behaviours than for the normal hearing students.
Further in support of the present findings Renee, Peter and Mery (2005) predicted
lower scores on career maturity attitude for the hard of hearing students. These
needs can be modified through appropriate counselling interventions.
In a study conducted by Onwubulu, Obidoa and Kemjika (2009) on
motivational factors that influence the vocational preference of students with
hearing impairment in South-Eastern Nigeria, they reported that there were no
significant differences on the factors that motivates male and female students as
well as students with hearing impairment and other students in self expression
value, external influence and extrinsic reward oriented values and people oriented
values. This again implied that both students with hearing impairment along with
other students should be exposed to equal educational opportunities which include
guidance and counselling services.
Influence of Gender on Personal-social Needs of Students with Hearing
Impairment.
Findings on the influence of gender on the personal-social needs of students
with hearing impairment indicated that mean ratings of male and female students
with hearing impairment on their personal-social needs were 2.97 and 3.76
respectively. The difference in mean scores notwithstanding, the responses for
male and female students were both positive to the opinion that students with
hearing impairment have personal-social needs as itemized in table 1 presented in
the study.
The t-test analysis for hypothesis 1to ascertain if a significant difference
exists in the mean rating of male and female students on the personal-social needs
of students with hearing impairment indicated no significant difference, hence both
male and female students with hearing impairment require guidance and
counselling services to satisfy their needs for personal-social adjustments for
balanced psychological development.
Influence of Gender on Educational Needs of Students with Hearing
Impairment.
Mean ratings on responses of male and female students with hearing
impairment on their educational needs indicated scores of 2.94 and 3.15
respectively. Since the two means in this analysis are both above the table-criterion
mean of 2.50, there is clear indication for the acceptability of the male and female
students with hearing impairment that they have educational needs as enumerated
on Table 2 in this study.
The result of the tested hypothesis that there is no significant difference in
the mean ratings of male and female students with hearing impairment in their
responses to educational needs indicated full acceptability that there is no
significance difference as presented on Table 8.
The result of Ugwuanyi (2009) which indicated that gender has no
significant difference on the academic achievement of pupils with hearing
impairment seems to support the findings of the recent study. Therefore, based on
the evidence available in literature, male and female students with hearing
impairment sharing common educational needs should be salvaged by exposing
them to guidance and counselling services without gender discrimination or bias.
Influence of Gender on Vocational Needs of Students with Hearing
Impairment.
Results on the influence of gender on vocational needs of students with
hearing impairment clearly indicate that the mean ratings of male and female
students on their vocational needs are very close with mean scores of 2.94 and 3.15
respectively. Since the mean scores are both up to and above the criterion mean of
2.50, the male and female students with hearing impairment accepted to be sharing
vocational needs as itemised in Table of this study.
Also, the result of hypothesis 3 indicates that there is no significant
difference in the mean ratings of male and female students with hearing
impairment in their vocational needs as presented in Table 9 of this study.
Supporting the findings of this study on gender differences on vocational
needs of students with hearing impairment, the result of the study conducted by
Onwubolu, Obidoa and Kemjika (2009) show that no difference was observed
between males and females students with hearing impairment on their motivational
factors that influence their vocational preference. These findings suggest that
guidance and counselling interventions should be administered without gender bias
for the vocational adjustments of students with hearing impairment.
Conclusion
A number of relevant conclusions can be drawn from the findings of this
study.
1. Students with hearing impairment used for this study accepted having the
needs as itemized for their personal-social adjustments, educational and
vocational aspirations.
2. Guidance and counselling services should be administered to students with
hearing impairment to assist them alleviate these needs for balanced human
development irrespective of their impairment
3. There is no significant difference in the personal-social, educational and
vocational needs of male and female students with hearing impairment
Educational implications of the study
The findings of the study have implications for students, teachers, parents,
school authority and government in general and in particular for students with
hearing impairment.
The findings suggest that students with hearing impairment should be
assisted to adjust to meet their personal-social needs, educational needs and
vocational needs for all round and balanced development. It then implies that
government and school authority should make available professional guidance
counsellor in school for special needs persons to assist them attain necessary
adjustment for balanced development.
In particular, the findings of the study call for provision of guidance
counsellor in government school for the deaf in Enugu state. On the other hand, the
findings of this study should act as guide to the parents in their expectations and
demands on their children with hearing impairment because the result of this study
have unveiled the limitations the affected students have in coping with normal
developmental processes.
Finally, the teachers should as well exercise caution in handling students
with such impairment and assist them to attain required adjustment when necessary
and also refer them to the professional guidance counsellor for matters or cases
beyond their knowledge or capacity.
Recommendations
On the basis of the findings and the implications thereof, the following
recommendations were made:
1. Government and the school administrations should make provision of
professional guidance counsellor in schools and government secondary
school for the Deaf in particular. The presence of school guidance counsellor
will help in adjusting the students’ personal-social, educational and
vocational needs
2. The researcher recommends that particular attention should be paid to
educational/vocational needs by the school. This is because there is often a
big gap between educational programmes and the absorption of the students
with hearing impairment into society especially in the world of work. Most
often there is ignorance, lack of understanding of students with hearing
impairment and its concomitant fears and doubts. It is the guidance
counsellor`s responsibilities to liaise between the students with hearing
impairment and the members of the society.
Limitations of the study
The research was limited by the following factors:
1. The reluctant attitude of some respondents in the school under study in
accepting and filling the questionnaire was very frustrating, as this posed
some constraints to the researcher.
2. The researcher would have wanted this study to cover the whole of South
Eastern zones but high transport fares, writing materials, lack of time and
paucity of fund limited the area of study to Enugu town specifically Ogbete.
3. The location of the school under study and accessing it posed a problem to
the researcher. The researcher had to trek all the way from Old Park to the
main school under study as there were no direct vehicles to the school. This
made the researcher to fall sick after gathering the data.
Suggestions for further studies
From the results of the study, the researcher made the following suggestions
for further research:
1. It is important that this study be carried out in other schools for the deaf in
all other states of Nigeria, so that a comprehensive view of the counselling
needs of students with hearing impairment is made known.
2. It is also important to carry out a similar study in rehabilitation centers since
the same group of people are likely to be found in rehabilitation centers
3. There is need to carry out an experimental study to improve the self concept
of students with hearing impairment using the Rational Emotive Therapy
(RMT).
Summary of the study
The research was carried out to determine the counselling needs of students
with hearing impairment in Enugu state. The study aimed at determining the
personal-social needs, educational needs and vocational needs of students with
hearing impairment.
The study which adopted a descriptive survey design was guided with six
research questions thus: what are the personal-social needs of students with hearing
impairment? What are the educational needs of students with hearing impairment?
What are the vocational needs of students with hearing impairment? What are the
influences of gender on personal-social needs of students with hearing
impairment? What are the influences of gender on educational needs of students
with hearing impairment? What are the influences of gender on vocational needs of
students with hearing impairment?
The following research hypotheses were tested by the study at 0.05 level of
significant
1. There is no significant difference in the mean rating of male and female
students with hearing impairment in the personal-social needs as
measured by the Hearing Impaired Counselling Needs Questionnaire (H I
C N Q)
2. There is no significant difference in the mean rating of male and female
students with hearing impairment in educational needs as measured by the
Hearing Impaired Counselling Needs Questionnaire (H I C N Q)
3. There is no significant difference in the mean rating of male and female
students with hearing impairment in the vocational needs as measured by the
Hearing Impaired Counselling Needs Questionnaire (H I C N Q)
An instrument called Hearing Impaired Counselling Needs Questionnaire (H
I C N Q) designed by the researcher was used to elicit vital information and the
following findings were made.
1. The students agree to have needs on the personal-social areas examined
2. The students agree to have needs on all the educational areas examined
3. The students agree to have needs on all the vocational areas examined
4. There is no significant difference between the mean scores of male and female
and female students with hearing impairment on the personal-social needs
5. There is no significant difference between the mean scores of male and female
students with hearing impairment on their educational needs
6. There is no significant difference between the mean scores of male and female
students with hearing impairment on their vocational needs.
On the basis of these findings, the researcher outlined the implications of the
findings, advanced some useful recommendatiosns, stated the constraints of the
study and made suggestions for further studies.
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LETTER TO THE VALIDATES
Department of Educational foundations
University of Nigeria
Nsukka
20th Aug. 2012
Dear Sir/Madam,
Request for the Validation of my Instrument Questionnaire on Counselling Need of Student with Hearing Impairment (Q C N S H I)
I am a post graduate student of the Department of Educational foundations, University of
Nigeria, Nsukka, carrying out a research on counselling needs of students with hearing
impairment.
As an expert in either special Education, guidance and counselling or measurement and
Evaluation, you are kindly requested to critically examine the instrument in the areas of the:
-clarity of language
-framing and adequacy of the items in the questionnaire
-whether the questions tally with the objectives purpose of the study
- Whether the questionnaire address the purpose of the study
You are also humbly requested to revise or modify the items if necessary and remove or add
items you consider inappropriate or appropriate. At the end you are requested to make general
comments and suggestions.
Included below are the purpose of the study, research questions, design of the study and
method of data analysis.
Yours sincerely,
Udaya Josephine C
Pg/Med/10/52318
Purpose of the study
The purpose of the study is to identify the counselling needs of students with hearing
impairment in Enugu state of Nigeria. Specifically, the study will attempt to determine
the:
1. Personal- social needs of students with hearing impairment.
2. Educational needs of students with hearing impairment.
3. Vocational needs of students with hearing impairment.
4. Influence of gender on personal-social needs of students with hearing
impairment.
5. Influence of gender on educational needs of students with hearing impairment.
6. Influence of gender on vocational needs of students with hearing impairment.
Research Question
The following research questions will guide the study.
1. What are the personal social needs of students with hearing impairment?
2. What are the educational needs of students with hearing impairment?
3. What are the vocational needs of students with hearing impairment?
4. What is the influence of personal-social needs of students with hearing
impairment?
5. What is the influence of gender on educational needs of students with hearing
impairment?
6. What is the influence of gender on vocational needs of students with hearing
impairment?
Research Hypothesis
The following null hypotheses were formulated to guide the study and will be
tested at 0.05 level of significance:
H01. There is no significant difference in the mean rating of male and female
students with hearing impairment in the personal-social needs as measured by the
Hearing Impaired Counselling Needs Questionnaire. (H I C N Q )
H02. There is no significant difference in the mean rating of male and female
students with hearing impairment in the educational needs as measured by the
Hearing Impaired Counselling Needs Questionnaire. (H I C N Q)
H03. There is no significant difference in the mean rating of male and female
students with hearing impairment in the vocational needs as measured by the
Hearing Impaired Counselling Needs Questionnaire. (H I C N Q).
QUESTIONNAIRE ON COUNSELLING NEEDS OF STUDENTS WITH HEARING
IMPAIRMENT IN ENUGU STSTE OF NIGERIA
The purpose of this questionnaire is to identify the counselling needs of students
with hearing impairment in Enugu state of Nigeria.
You are therefore please requested to complete the questionnaire as honestly as
possible to enable the researcher achieve her aim. All the information will be very
confidentially treated.
Thank you very much.
Udaya Josephine C
Pg/Med/ 10/52318.
VALIDATES`S COMMENT ON COUNSELLING NEEDS OF STUDENTS WITH HEARING
IMPAIRMENT
Please comment briefly on the validity of the instrument
Name of validate: -------------------------------------
Signature of Validate: ---------------------------------
Address of Validate: -----------------------------------
Date of validate: -----------------------------------
Questionnaire on Counselling Needs of Students with Hearing Impairment (Q C N S H I).
Instruction to respondents
Section A
Personal information of respondents
Kindly tick (<) where appropriate about the counselling needs of students with hearing
impairment in Enugu State
Gender { } { }
Male Female
Section B
Please indicate your level of agreement with each of the statement below, on your
perception towards the counselling needs of students with hearing impairment.
Strongly Agree= SA (4Points) Agree= A (3Points) Disagree =D(2points) strongly Disagree=SD
(1Points).
Cluster A
What are the Personal-Social Needs of Students with Hearing Impairment?
S/NO Personal social needs of students with hearing impairment are how to:
SA A DIS SD
1 Relate with my classmate
2 Accept constructive criticism from fellow students
3 Get along well with parents
4 Discuss freely with non- hearing friends
5 Stop being timid
6 Develop a positive self concept.
7 Make friends easily.
8 Relate freely with teachers.
9 Be bold to speak out.
10 Overcome inability to face audience
11 Overcome social problems.
12 Stop being shy.
13 Express anger appropriately without becoming violent.
14 Control temper.
15 Appropriately cope with peers in group activities.
Cluster B
What are the Educational Needs of Students with Hearing Impairment?
Cluster C.
What are the Vocational Needs of Students with Hearing Impairment?
S/NO Vocational needs of students with hearing impairment are how to: SA A DIS SD
28 Become aware of different kinds of vocational skills.
29 Make choice of job according to interest
30 Adjust to desirable attitudes necessary for future profession.
31 Locate source of occupational information.
32 Be guided on the choice of subjects that will match my vocational
aspiration.
33 Identify abilities that match different vocations.
34 Get information that will prepare one for the future employment.
35 Understand the requirement for developing different kinds of skills.
36 Be guided to make appropriate vocational choice
S/NO Educational Needs of Students with Hearing Impairment are how to:
SA A DIS SD
16 Become university undergraduate one day.
17 Understand how to study effectively.
18 Overcome fear of examinations.
19 Develop good study habits.
20 Develop appropriate learning strategies.
21 Listen carefully to teacher`s instructions.
22 Manage time effectively.
23 Understand the areas of personal abilities
24 Identify educational problems.
25 Acquire academic problem solving skills.
26 Understand how to manage finance for educational materials.
financially.
27 Work hard to obtain good grades in examinations
