Developing Task-Persistence Skills in College Students with Hard of Hearing using Strategic Content Learning

  • Charity Onyishi
Keywords: College students with hearing impairments, Group-based strategy training, Strategic Content Learning, Self-regulated learning, Task-persistence


Poor task-persistence is a major inhibitor of effective learning among students with hearing impairment. This study investigated the effect of strategic content learning (SCL) on poor task-persistence of students with hearing loss in Nigeria. The study adopted a pretest–posttest control group design.  A total of 117 participants from four special schools for hearing impaired in the South-East Nigeria completed a task-persistence scale at pre-treatment, post-treatment, and follow-up. Intervention was carried out for nine weeks using strategic content learning program manual. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results revealed that task-persistence of hearing impaired college students of SCL group were significantly improved compared to those in waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant improvement in task-persistence of participants in the experimental group was sustained. Result of the current study show that SCL is an effective strategy straining approach that can improve students’ task-persistence in different areas of learning. Further studies could be conducted in Nigeria and other countries to investigate the efficacy of SCL in improving self-efficacy and volition among diverse populations of students.


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Author Biography

Charity Onyishi

Department of Educational Psychology, University of Johannesburg, 2006, South Africa


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How to Cite
Onyishi, C. (2022). Developing Task-Persistence Skills in College Students with Hard of Hearing using Strategic Content Learning. Studies in Learning and Teaching, 3(2).