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A Study of
Hearing Impaired Children in Relation to their Emotional Maturity |
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| Paper Id :
18002 Submission Date :
11/08/2023 Acceptance Date :
20/08/2023 Publication Date :
25/08/2023
This is an open-access research paper/article distributed under the terms of the Creative Commons Attribution 4.0 International, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. DOI:10.5281/zenodo.8389915 For verification of this paper, please visit on
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| Abstract | Researches show low level of emotional maturity among the hearing impaired children. This low level of emotional maturity among hearing impaired children may be attributed to their restricted opportunities of self expression. Hearing loss has negative effects on a person’s inter and intra personal relations and emotional well being also. The reported low level of emotional maturity among hearing impaired children may result in many different issues and may also restrict their academic excellence. So, the present study aims to study the relationship between academic achievement and emotional maturity of male and female hearing impaired children. To achieve this objective a survey study was conducted on 184 hearing impaired children studying in the two different Sanket schools of UP government. Findings revealed significant positive correlation between the emotional maturity and academic achievement of both male and female hearing impaired children. | ||||||||||||||||||||||||
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| Keywords | Hearing Impaired Children, Emotional Maturity, and Academic Achievement. | ||||||||||||||||||||||||
| Introduction | Researches show low level of emotional maturity among the
hearing impaired children. Farrugia and Austin (1980) who concluded that hearing
impaired students of public schools are at lower levels in emotional and
emotional behaviors. Similarly Pujar and Patil (2019) found majority of the
hearing impaired students studying in secondary classes at low level and a few
at moderate. This low level of emotional maturity among hearing impaired
children may be attributed to their restricted opportunities of self
expression. Hearing loss has negative effects on a person’s inter and intra
personal relations and emotional well being also. Hearing loss in the early
childhood may even cause greater emotional challenges. It may decrease their
self esteem and can cause behavioral problems even at home. They may feel
isolated and fearful about their inability to communicate resulting in losing
their relations social standing which may have a huge emotional effects
(ngsolutions.com) Understanding the emotional impact of hearing loss on
children & adults). Hurt and Gonzalez (1988) also support that hearing
impaired children often feel apprehensive about communication and are less able
to express their emotions verbally (Maxon, 1991). |
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| Aim of study |
The reported low level of emotional maturity among hearing impaired children may result in many different issues and may also restrict their academic excellence. So, based on this argument the present paper aims: 1. To study the relationship between academic achievement and emotional maturity of hearing impaired children. 2. To study the relationship between academic achievement and emotional maturity of male hearing impaired children. 3. To study the relationship between academic achievement and emotional
maturity of female hearing impaired children. |
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| Review of Literature | Similar to the
findings of present study significant positive correlation was found between
emotional maturity and academic achievement of adolescent students by Rukmini
and Ramaswamy (2021). Dhami (1974) also examined in his study that
intelligence, emotional maturity and financial status as element
characteristics of achievement of secondary students of Punjab. To support
Muley, Patnam, and Vasekar (2003) found high positive correlation between
emotional maturity and academic achievement of school going children of urban
area. Similarly, Chaturvedi and Kumari (2012) concluded that that emotional
maturity has huge impact on academic achievement of male higher secondary
students. Further Shanmuganathan and Chinnappan (2014) investigated a critical
relation between the emotional maturity and academic achievement of young adult
students in his study. |
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| Methodology | To achieve the research objective the most suitable method
was normative survey method, also known as survey or descriptive survey. Population-
All the hearing impaired children studying in 6th to 10th classes in special
schools of UP government named as ‘Sanket’ constitute the population for
present study. There are 5 Sankets in UP and are special schools for hearing
impaired students There were 790 hearing impaired students enrolled in these
schools. |
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| Sampling | A representative sample of 184 hearing impaired children
studying in junior high school and high school level was selected using
purposive sampling for the study. Maintaining a balance between the number of
students studying in the two different levels of education 120 hearing impaired
children were selected from the junior high school classes and 64 (as found in
the selected school) from the high school level. Children at junior high school
level were selected on the basis of their regularity in the school. |
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| Tools Used | To measure the emotional maturity of hearing impaired children ‘Emotional Maturity Scale’ developed by Yashvir Singh was used. And to gather information about the academic achievement of hearing impaired students previous class result of the selected children was used. | ||||||||||||||||||||||||
| Statistics Used in the Study | Pearson’s Product Moment Correlation(r) was used to find out the correlation coefficient between academic achievement and emotional maturity of hearing impaired children. |
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| Analysis | Ho1: There is no significant
relationship betweenacademic achievement and emotional maturity of hearing
impaired children. Table
1. Relationship between Academic Achievement and Emotional Maturity of
Hearing Impaired Children
Table
1 depicts the correlation between academic achievement and emotional maturity
of hearing impaired children. The calculated correlation coefficient is 0.267
(p =.000<.05) that is significant at 0.05 level of confidence. Thus, null
hypothesis that “There is no significant relationship between academic
achievement and emotional maturity of hearing impaired children” is rejected
and it is inferred that there is a significant and positive relationship
between academic achievement and emotional maturity of hearing impaired
children. Correlation between academic achievement and emotional maturity of
hearing impaired children is presented in figure 1.
Figure 1 Bar
Graph Showing the r Value of Academic Achievement and Emotional Maturity
of Hearing Impaired Children Ho2: There is no significant relationship
betweenacademic achievement and emotional maturity of male hearing impaired
children. Table 2
Relationship between Academic Achievement and Emotional Maturity of Male
Hearing Impaired Children
The above table
2 depicts the correlation between academic achievement and emotional maturity
of male hearing impaired children. The calculated correlation coefficient is
0.260 (p = .003<.05) that is significant at 0.05 level of confidence.
Therefore, null hypothesis that “There is no significant relationship
betweenacademic achievement and emotional maturity of male hearing impaired
children” is rejected and it is inferred that there is a significant and
positive relationship between academic achievement and emotional maturity of
male hearing impaired children. Correlation between academic achievement and
emotional maturity of male hearing impaired children is presented in figure 2.
Figure
2 Bar Graph Showing the r Value of Academic Achievement and Emotional
Maturity of Male Hearing Impaired Children H03: There is no significant relationship
between academic achievement and emotional maturity of
female hearing impaired children. Table
3 Relationship between Academic Achievement and Emotional Maturity of Female
Hearing Impaired Children
The
above table 3 depicts the correlation between academic achievement and
emotional maturity of female
hearing impaired children. The calculated
correlation coefficient is 0.296 (p =.026<.05) that is significant at 0.05
level of confidence. Therefore, null hypothesis that “There is no
significant relationship betweenacademic
achievement and emotional maturity of female hearing impaired
children” is rejected and it is inferred that there
is a significant and positive relationship between academic achievement and
emotional maturity of female
Figure 3 Bar Graph Showing the r Value of Academic Achievement and Emotional Maturity of Female Hearing Impaired Children |
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| Findings |
1. A significant and positive relationship was observed
between academic achievement and emotional maturity of hearing impaired
children. Hence it is concluded that academic achievement of hearing impaired
children go with their emotional maturity and vice versa. 2. A significant and positive relationship was observed
between academic achievement and emotional maturity of male hearing impaired
children. Hence it is concluded that academic achievement of male hearing
impaired children, go with their emotional maturity and vice versa. 3. A significant and positive relationship was observed
between academic achievement and emotional maturity of female hearing impaired
children. Hence it is concluded that academic achievement of female hearing
impaired children, go with their emotional maturity and vice versa. |
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| Conclusion |
Here, it becomes clear how important it is to improve the
level of the emotional maturity of hearing impaired children. To improve their
level, components of life skills should be added in the curriculum of special
schools of UP by text book developers and policy makers. Text books should be
updated by incorporating the motivating stories and examples from ancient
Indian literature and daily life. This may be done by incorporating situation
based problems in the text books also. Besides, some training based interactive
sessions may be arranged for these children. These sessions must be activity
based and provide best suitable situations to the children with needed
assistance where they can learn how to handle particular situations in a
practical way. The teachers teaching hearing impaired children should need to
be more sensitive towards the emotional needs of these children. They need to
be more careful about the selection of their teaching methods, strategies, and
techniques for teaching these children. Accordingly, they should select and
mould their motivation strategies and disciplinary approaches for these
children. |
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| References | 1. Chaturvedi, A., & Kumari, R. (2012). Role of emotional
maturity and emotional intelligence in learning and achievement in school
context. Shaikshik Parisamvad (An International Journal of Education), 1(2),
1–4. |
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