Peer Tutoring, Teacher-Student-Consultation and Sitting Arrangement as Correlates of Hard-of-Hearing Students' Academic Attainment In Owerri Imo State, Nigeria
Year: 2025
Type: article
Abstract: This study investigated Peer tutoring, teacher-student-consultation and sitting arrangement as correlates of hard-of-hearing students’ academic attainment in Owerri Imo State. Correlational design of quantitative nature was adopted for this study. Also, convenience sampling method was used to select 300 hard-of-hearing students as participants for the study from fifteen randomly selected secondary schools in Owerri Imo State. Three research questions were answered and three hypotheses tested. Data collected using four standardized instruments were analyzed using Multiple Regression and Pearson Product Moment Correlation at 0.05 level of significance. The result revealed that that significant positive relationship exist between peer tutoring, teacher-student-consultation, sitting arrangement and hard-of-hearing students’ academic attainment. The highest significant relative impact on hard-of-hearing students’ academic attainment is that of teacher-student consultation. Peer tutoring, teacher-student-consultation and sitting arrangement) made 68.5% joint impact on the academic attainment of hard-of-hearing students. Also peer tutoring, teacher-student consultation, and sitting arrangement has positive and significant correlation with hard-of-hearing students’ academic attainment. Therefore, it was recommended that during teaching and learning engagement, hard-of-hearing students should be given the needed support that will help them develop capacity to actively utilize peer tutoring method to positively enhance their academic performance.
Authors: Iheme, Ugochi Maryann, Opara, Uche Eunice, Omerekpe, Geraldine, Anaeto, Chinwe
Institution: Alvan Ikoku Federal University of Education, Owerri
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6931010050
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