PSYCHOSOCIAL VARIABLES AND ACADEMIC PERFORMANCE AMONG STUDENTS WITH HEARING IMPAIRMENT IN JUNIOR SPECIAL SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA

Abstract
This study investigated psychosocial variables and academic performance among students with hearing impairment in junior special secondary schools in Rivers State. The study adopted correlational research design. The study was guided by six research questions and six null hypotheses. The population of the study comprised three hundred and seventy-two (372) students with hearing impairment in the area. The sample size was 92 students with hearing impairment. The convenience sampling technique was used for the study. The instrument for data collection was a structured questionnaire, titled: “Psychosocial Variables and Academic Performance Questionnaire’’ (PSVAPQ)”. The reliability of the instrument was determined through test re-test reliability method which yielded a reliability index of r=0.86 for depression subscale, r=0.79 for stress subscale, r=0.75 for self-concept subscale, r=0.80 for interpersonal relationship subscale, r=0.75 for social support subscale, r=0.74 for peer pressure subscale and r=0.82 for academic performance scale. Pearson Product Moment Correlation (PPMC) was used to answer research questions and test the null hypotheses at 0.05 level of significance. The study revealed there was a positively strong correlation between depression, depression, stress, self-concept, interpersonal relationship, social support, peer pressure and academic performance among students with hearing impairment in junior secondary special schools in Rivers State. It was recommended among others that; teachers, peers and families should be encouraged to provide avenue for social support to students with hearing impairment through social clubs, meetings, field trips and class activities.
Keywords
Hearing Psychological, Social, Performance, Impairment