WELCOME TO KENTERPRO:
INFLUENCE OF TEACHER ATTITUDE ON ACADEMIC PERFORMANCE OF STUDENTS WITH HEARING IMPAIRMENT IN SPECIAL EDUCATION CENTER, PANKSHIN

 CHAPTER ONE

INTRODUCTION

• Background to the Study

Attitudes are what the people thinking or feeling about something. Attitudes are the opinions and feelings that one usually has about something or someone. They can be positive or negative. Thuo, (2015) state that attitude is determined by the individual’s beliefs about outcomes or attributes of performing the behavior (behavior beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude. Adeyemi (2002) defined attitude as a disposition or tendency to respond positive or negative toward certain things (idea, object, person, situation and so forth). An attitude concerning a class of objects is the meaning that class has for the person, with a stress on how the individual evaluates the class, whether positively or negatively.

The attitudes of a teacher consciously or unconsciously, greatly affect students’ academic performance (Shittu & Oanite, 2015). It has been established that teachers’ attitudes highly influence students’ interest in learning. Moreover, personality traits of the teachers are more powerful and influential than the course content or instructional strategies used in the classroom. Additionally, teachers with negative attitudes may not be approachable to students as teachers who are positively motivated. Thus, students find it difficult asking such a teacher questions on the grey areas of the subject he/she teaches. Therefore, teachers’ attitudes towards students with disabilities play a crucial role for their success. This is consistent with the research study conducted by Sylod (2016), who believe that in teaching, attitudes of the teachers play an important role in students’ academic performance. A positive attitude from the teacher affects students’ motivation, attitudes towards school and school work, the students’ self-confidence and as a result personality development. Teachers are crucial in determining what happens in classroom and they are those who would argue that the development of more inclusive classrooms requires teachers to cater for different student learning needs through modification or differentiation of the curriculum (Forlin, 2014). In Nigeria, teachers’ views, attitudes and knowledge are important in making change in their classroom practices. This suggests that the knowledge teachers acquire about students with hearing impairment may affect their ability to adapt, as well as their classroom performance (Harding and Darling, 2003).

According to Aremu (2010) students with hearing impairment are individuals who has hearing loss, ranging from mild to profound; this includes the subject of deaf and hard of hearing. Their degree of hearing impairment ranges from mild to profound. This affects their development of language which makes them to have problems with interaction and some basic skills in life. The Nigerian government in collaboration with development partners has demonstrated strong support for the education of children with hearing impairment through its policies and laws, and is clear in its intention that all schools should become inclusive for children with hearing impairment and be able to respond to all learners’ needs. Specifically, teachers have been trained and sensitized on how to relate and handle children with hearing impairment in the school settings (UNICEF, 2015). In many states in Nigeria, students with disabilities have historically been excluded from mainstream education opportunities. Therefore, early efforts at providing education or training were generally through separate special schools, usually targeting specific impairments, such as schools for the blind. These institutions reached only a small proportion of those in need and were not cost-effective: usually in urban areas, they tended to isolate individuals from their families and communities. The situation began to change only when legislation started to require including children with disabilities in the mainstream educational systems (UNESCO, 1994).

In most general academic settings, students with hearing impairment are treated different from those without hearing impairment and this affects their academic outcomes. For example, general education teachers believe that they will not be successful in teaching students in the inclusive setting, and that they would not be able to meet the needs of students with hearing impairment (Stahl, 2012). Teachers have also argued that the inclusive setting would require additional planning and preparation that they were not willing to submit themselves to doing these duties because of their fear for depriving those students without hearing impairment (Rose, 2011). Some students with hearing impairment are assigned labels and this has negative effects including stigmatization, peer rejection, lower self-esteem, lower expectations, and limited opportunities (Florian, et al., 2016). Students may be reluctant about revealing their disability due to negative attitudes, thus missing out on needed support services (Kwon, 2015).

The attitudes of teachers are critical in ensuring that students with hearing impairment not only stay in school but are also included in classroom activities which improve their learning outcomes. In a survey by NCAPD (2008), 94% of the PWDs viewed people’s attitudes towards them as a problem which affected their confidence and esteem in their social settings including school. This was worse for students in school settings. Ensuring that students with hearing impairment receive good quality education in an inclusive environment has become a priority of all countries. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) recognizes the right of all children with disabilities both to be included in the general education systems and to receive the individual support they require from school administrators and teachers. As a result, there has been a global systemic campaign to remove barriers and provide reasonable accommodative learning environment and support services to ensure that children with disabilities perform better in schools. This study sought to examine the influence of teachers’ attitude on academic performance of students with hearing impairment in Special Education, Pankshin.

• Statement of the Problem

Students with hearing impairments always find it difficult to cope up with the courses offered and fail to achieve academic excellence. Several factors other than language problem such as school resources, parental factor, teacher’s factor and school environment have been attributed to their poor academic poor performance. Negative attitude received by the hearing impaired students from their hearing counterparts and teachers seems to also play a significant role in their poor academic performance. Literature revealed that positive attitudes toward oneself and others are particularly relevant in a class containing handicapped students. Hence, this study is designed to investigate the influence of teacher’s attitude on academic performance of students with hearing impairment in Special Education, Pankshin.

• Purpose of the Study

The purpose of this study is to examine the influence of teachers’ attitude on the academic performance of students with hearing impairment in Special Education Center, Pankshin. The specific objectives are to:

1. Identify the factors that influence the attitude of teachers towards students with hearing impairment in Special Education, Pankshin
2. To establish whether or not teachers’ attitude affects students’ performance in Ganaka Integrated Jos.

3. To suggest possible modalities of improving teachers’ attitude towards students with hearing impairment in Special Education, Pankshin.
   • Research Question
4. What are the factors that influence the attitude of teachers towards students with hearing impairment in Special Education, Pankshin.
5. What are the effects of teachers’ attitudes on academic performance of students with hearing impairment in Special Education, Pankshin?
6. What are possible modalities of improving teachers’ attitude towards students with hearing impairment in Special Education, Pankshin?

1.5       Significance of the study

The significance of the study on the influence of teachers’ attitude on the academic performance of students with hearing impairment in Special Education, Pankshin has wide-reaching implications for various stakeholders, including students, teachers, schools, parents, administrators, and researchers.

This study is significant to students with hearing impairment as it aims to explore the impact of teachers’ attitudes on their academic performance. Understanding the influence of teachers’ attitudes can help identify potential barriers or facilitators in their educational experience. By addressing any negative attitudes or misconceptions, it can create a more inclusive and supportive learning environment, ultimately enhancing the academic outcomes of students with hearing impairment.

This study’s findings will provide valuable insights for teachers working with students with hearing impairment. Teachers’ attitudes play a vital role in shaping the classroom climate and students’ educational experiences. By raising awareness about the importance of positive attitudes and providing training on inclusive practices, teachers can improve their ability to support students with hearing impairment effectively.

The study’s significance to schools lies in the opportunity to promote inclusive education practices. By recognizing the influence of teachers’ attitudes, schools can implement policies and programs that foster a positive and inclusive environment for students with hearing impairment. This can include providing appropriate resources, training, and support for teachers, and ensuring that the school environment is accessible for all students. Ultimately, this can contribute to higher academic achievement and overall well-being for students with hearing impairment.

Parents play a crucial role in advocating for their children’s educational needs. The study’s significance to parents lies in providing them with evidence-based information on the influence of teachers’ attitudes. Parents can use this knowledge to collaborate with teachers and school administrators, ensuring that their children receive the support they need. They can actively participate in creating a more inclusive educational environment, which will positively impact their child’s academic performance.

School administrators can benefit from this study by understanding the impact of teachers’ attitudes on the academic performance of students with hearing impairment. They can use this knowledge to develop policies and practices that promote inclusive education and provide necessary resources and support to teachers. Additionally, administrators can create professional development opportunities to enhance teachers’ understanding and skills in working with students with hearing impairment.

This study will contribute to the existing body of knowledge on special education and inclusive practices. Researchers can build upon these findings to further explore the role of attitudes in other aspects of education for students with hearing impairment. The study can also inspire further research on effective strategies to improve teacher attitudes, enhance inclusive education practices, and ultimately enhance the academic performance of students with hearing impairment.

1.6       Scope of the study

The study will be conducted in Special Education, Pankshin Plateau State, a school which has demonstrated a considerable role in inclusive education. For this matter, the research study did not cover all inclusive schools due to financial constraints and limited time allocated to the study.

1.7       Definition of Operational Terms

The following are the key terms used in the research:

Academic performance: An extent to which students achieve the intended outcomes in their school subjects usually determined by test, assignment and exam score given by their teacher after assessment.

Attitude: An individual way of thinking, feeling or behaving about something such as an object (person or group of person) which have either a positive or a negative impact on individuals’ achievement.

Student with hearing Impairment: Are those whose hearing is non-functional for the ordinary purpose of life with or without amplification.

Teachers Attitude: This the special education instructors’ way of thinking, feeling or behaving towards students with hearing impairment which have either a positive or a negative impact on individuals’ achievement.