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dc.contributor.authorHaye, Alemayehu Teklemariam
dc.date.accessioned2022-05-13T10:05:44Z
dc.date.available2022-05-13T10:05:44Z
dc.date.issued2010
dc.identifier.isbn978-951-39-9166-1
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81057
dc.description.abstractThe main purpose of this study was to investigate the effect of school-based intervention on grade one children. This study tested the hypothesis that children receiving teacher-mediated-intervention with Mediated Learning Experiences (MLE) - would make significant progress in the major variables of this study. The participants of this study comprised 200 children, 100 from each of the two schools. The two schools were purposefully selected from among government schools that enroll children with low socio-economic status (deprived), making the sample linguistically and culturally homogeneous. Matching was used in sampling the participants. The instruments used for assessment include audiometric hearing test, sound level meter, Self-Concept Scale, Motivation Scale, the Burks Behavior Rating, Scale, and the language and academic tests. Socioeconomic status, hearing level, school acoustic conditions and teachers' professional competence were analyzed using descriptive statistics as well as qualitatively. A two way repeated measure ANOVA was used to measure the controlled effects. The relation between hearing level and psychosocial functioning was measured for the five major dependent variables. Results of this study revealed that socioeconomic status of parents in both the experimental and control group was extremely low. With regard to teachers, their competence during the post-intervention period included modern MLE. Many of sampled children in this study suffered from unilateral and bilateral borderline hearing losses. Both schools had a total of 13.5% children who had bilateral hearing loss. Research found that background noise at school was extremely disruptive for children's hearing. However, the hearing level did not have a significant main effect on the psychosocial functioning. On the other hand, there was a significant main effect of time on the children's psychosocial functioning. There was also a significant interaction effect between the time of measurement and the group, indicating that the intervention had a significant effect on all variables, except motivation. Besides, the effects were not dependent on the level of hearing. Therefore, hard of hearing children equally benefited from the intervention as much as the hearing children.en
dc.relation.ispartofseriesJyväskylä Studies in Education, Psychology and Social Research
dc.titleEffects of intervention on psychosocial functioning of hearing and hard of hearing children in selected primary schools of Addis Ababa, Ethiopia
dc.identifier.urnURN:ISBN:978-951-39-9166-1
dc.rights.accesslevelrestrictedAccess
dc.rights.accessrightsAineistoon pääsyä on rajoitettu tekijänoikeussyistä. Aineisto on luettavissa Jyväskylän yliopiston kirjaston <a href="https://kirjasto.jyu.fi/kokoelmat/arkistotyoasema">arkistotyöasemalta</a>.fi
dc.rights.accessrights<br><br>This material has a restricted access due to copyright reasons. It can be read at the <a href="https://kirjasto.jyu.fi/collections/archival-workstation">workstation</a> at Jyväskylä University Library reserved for the use of archival materials.en
dc.date.digitised2022


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