Parental Support In The Learning Of Students With Hearing Impaired at Home

Abstract

Education policy encourages parental support as a mechanism for improving learning outcomes. This survey was conducted to determine how well parents can contribute to academic achievement in the special education needs (SEN) among hearing impaired students. This study uses the Epstein Parent involvement Model and Bronfenbrenner Ecological Theory. A set of 20 questionnaire items with a five-point Likert scale adapted from this study by the Ministry of Education Malaysia were used in this study. A total of 22 students from a secondary school in Seremban were selected for the purpose of this study. The data were analyzed descriptively and inference using Statistical Package for the Social Sciences (SPSS) version 25 to obtain scores. The Pearson correlation test shows that the relationship between academic achievement of hearing-impaired students and parental support is strong and significant positive relationship (p <0.05). The findings show low parental support with hearing impaired students' academic achievement, which is also at poor level. Overall, the study found that parents need to pay close attention in providing a home-based learning environment, social interaction, communication and academic support to help children develop their potential, self and achieve better student academic achievement.