The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment

Abstract

Background/Objective: Academic self-concept is an important construct within the disciplines of medicine, psychology, and education. Enhancing the academic self-concept of students with special educational needs is very crucial because it is associated with their quality of life. This study aimed to examine the effect of a video-guided educational technology intervention on the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools in Southeast Nigeria. Methods: This study adopted a randomized controlled trial design. The participants were 60 junior secondary students with hearing impairment. We implemented a video-guided educational technology intervention. It relied on the use of 13-minute video clips with captions/subtitles, which covered academic self-concept-related themes. The Academic Self-Concept Questionnaire, which has been developed by Liu and Wang, was used to collect baseline, posttreatment, and follow-up data. We conducted independent-samples and paired t test and computed Cohen d and Glass Δ to analyze the data. Results: The video-guided educational technology intervention significantly improved the academic self-concept of the treatment group participants, when compared with the care-as-usual control group participants, t (58) = 9.07, P < .001. These improvements in academic self-concept were sustained at follow up among the treatment group participants, when compared with the care-as-usual control group participants, t (48.56) = 10.898, P < .001. Within-subjects comparisons showed that the academic self-concept of the treatment group participants had significantly improved across the different time points at which they were assessed. Conclusion: The video-guided educational technology intervention was effective in improving the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools. Large-scale studies are needed to maximize the impact of video-guided educational technology interventions on students with hearing impairments who attend inclusive non residential public schools in Nigeria.

Development of TISERA Application in Physical Education Learning for Student with Hearing Impairment

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Assessment of multidimensional self-concept in the area of physical education: validation of a scale

“…However, Goñi and Zulaika demonstrated that specific pedagogical strategies in the PE classroom can improve students' academic self-concept ( 67 ). Therefore, current research is focused on developing programs in the context of PE to promote the improvement of students' academic self-concept ( 68 ).…”

Health Education Programs for Hearing and Vision Impaired Individuals: A Scoping Review

“…Among the studies, 44.1% (15) had a one-group intervention design, and 55.9% (19) had a control group. Among the studies with a control group, three articles [31,44,50] randomly allocated groups.…”

“…Body function was examined in nine articles, focusing on sensory function[49,51,52, 56,57,59, 62] and mental function[61]. Activity and participation were explored in eight articles, including learning and applying knowledge[48][49][50], communication[54,55, 60, 61], and major life areas[55,57, 61]. Environmental factors investigated in three articles encompassed products and technology…”