Self-Concept and Mathematics Performance of Senior Secondary School Students with Hearing Impairment in Port Harcourt, Rivers State
Keywords:
Self-Concept, Mathematics Performance, Hearing Impairment, Special Needs Education, Inclusive LearningAbstract
The study investigated the influence of self-concept and the academic performance of hearing-impaired senior secondary school students in mathematics in Port Harcourt, Rivers State. The study will adopt a descriptive research design. The population of the study comprised of 300 hearing-impaired students of the 16 public secondary schools in Port Harcourt, Rivers State. Simple random sampling technique was utilized in selecting the sample for the study. The instrument for data collection was titled: “Self-concept Scale (SCS)”. The instrument was validated by three (3) experts in educational psychology, guidance and counseling in the Department of Educational Psychology, guidance, and Counseling, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt. The reliability of the Self-concept Scale (SCS) was determined using Cronbach Alpha Reliability Method. The SCS yielded a reliability coefficient of 0.86. The instrument was administered to the participants of the study on a one-on-one basis. The research questions were answered using Mean and Standard Deviation, while the null hypotheses was tested at 0.05 level of significance using independent sample t-test. The Data analysis was done using the Statistical Package for Social Sciences (SPSS) version 27.
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