SELF-ESTEEM AS A MEASURE OF ACADEMIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENT IN INCLUSIVE AND NON INCLUSIVE CLASSROOM: IMPLICATION FOR SUSTAINABLE DEVELOPMENT by L.T. Ugwuanyi and Ubah Josephine Chioma

SELF-ESTEEM AS A MEASURE OF ACADEMIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENT IN INCLUSIVE AND NON INCLUSIVE CLASSROOM: IMPLICATION FOR SUSTAINABLE DEVELOPMENT

 

Dr. L.T. Ugwuanyi

Dept. Of Education Foundations

University Of Nigeria Nsukka

 

Ubah, Josephine Chioma

Dept. Of Education Foundations

University Of Nigeria Nsukka

 

Dr. Mabel U. Eze

Government Technical College 923 Nsukka

 

Mercy Ijeoma, Obatta

Dept. Of Education Foundations

University Of Nigeria Nsukka

 

Ezugwu Philomina, Ifeoma

FCT College of Education, Zuba Abuja

 

Abstract

The main purpose of the study was to determine self-esteem as a measure of academic achievement of students with hearing impairment in inclusive and non inclusive classroom for sustainable development. The design of the study is a descriptive survey. Two research questions and two hypotheses were raised to guide the study. The Pearson’s Product Moment Correlation Coefficient of Self-esteem and Academic Achievement of Students with Hearing Impairment (SHI) in both Therapeutic Inclusive Secondary School (TISS) and Government Secondary School for the Deaf (GSSD) were used to analyze the data collected from the study. The analysis however reveals significant relationship between self esteem of SHI and their academic achievement. The findings of the study also reveal that self esteem and academic achievement by gender of SHI in both schools were the same.

 

Keywords: Hearing impairment, self-esteem, inclusion and academic                      achievement.