Developing Task Persistence Skills in College Students with Hard of Hearing Using Strategic Content Learning
Keywords:
College students with hearing impairments, Group-based strategy training, Strategic Content Learning, Self-regulated learning, Task persistence
Abstract
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 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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References
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Adene, F. M., Offordille, E. E., Ojonugwa, D. S., & Ugbo, E. O. (2020). Parental task persistence as correlate of school adjustment and academic achievement of senior secondary school students in physic in Enugu education zone, Enugu state. Journal of the Nigerian Council of Educational Psychologists, 13(1).
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Chen, Y. T. (2014). A study to explore the effects of self‐regulated learning environment for hearing‐impaired students. Journal of computer assisted learning, 30(2), 97-109.
Ertmer P. A. & Newby T.J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
Gandhi, H., & Varma, M. (2007). Promoting self-regulated learning in mathematics through some pedagogic strategies. Indian Educational Review, 43(1), 233-364.
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Hu, S., & Ma, Y. (2010). Mentoring and student persistence in college: A study of the Washington State Achievers program. Innovative Higher Education, 35, 329-341. https://doi.org/10.1007/s10755-010-9147-7
Hu, S., McCormick, A. C., & Gonyea, R. M. (2012). Examining the relationship between student learning and persistence. Innovative Higher Education, 37(5), 387-395.
Jaleel, S. (2016). A study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165-172.
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Lufi, D., Parish-Plass, J., & Cohen, A. (2003). Persistence in higher education and its relationship to other personality variables. College Student Journal, 37(1), 50-60.
Madhlangobe, L., Chikasha, J., Mafa, O., & Kurasha, P. (2014). Persistence, Perseverance, and Success (PPS): A case study to describe motivational factors that encourage Zimbabwe Open University ODL students to enroll, persist, and graduate with master’s and doctorate credentials. SAGE Open. https://doi.org/10.1177/2158244014544291
Mamiseishvili, K., & Koch, L. C. (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), 93-105. https://doi.org/10.1177/0034355210382580
McCracken, L. M. & Samuel, Y. Y. (2007). The role of values in a contextual cognitive behavioural approach to chronic pain. Journal of Pain, 123(2), 137–145.
Obiakor F. E., & Offor, M. T. (2011). Special education provision in Nigeria: Analyzing contexts, problems, and prospects. International Journal of Special Education, 26(1), 25-32.
Ogundiran, O., & Olaosun, A. O. (2013). Comparison of academic achievement between students with congenital and acquired deafness in a Nigerian college. Journal of Education and practice, 4(23), 42-47.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422.
Jackson, R. G. (2014). Sustaining college students’ persistence and achievement through exemplary instructional strategies. Research in Higher Education Journal, 24, 1-14.
Van Keer, H., & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth graders' reading strategy awareness, reading strategy use, and reading comprehension. Middle Grades Research Journal, 5, 33-45.
Wagner, M. M., & Blackorby, J. (1996). Transition from high school to work or college: How special education students fare. The Future of Children, 103-120.
Wang, L. (2021). The role of students’ self-regulated learning, grit, and resilience in second language learning. Frontiers in psychology, 12.
Wang, X. (2015). Effect of meta-cognitive strategy training on Chinese EFL learners’ reading competence. International Journal of English Linguistics, 5(1), 159.
Woolfolk, A. E. (2011). Educational psychology Global edition (11th ed.). Pearson Educational International, Ohio State University Press.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Lawrence Erlbaum Associates.
Adene, F. M., Offordille, E. E., Ojonugwa, D. S., & Ugbo, E. O. (2020). Parental task persistence as correlate of school adjustment and academic achievement of senior secondary school students in physic in Enugu education zone, Enugu state. Journal of the Nigerian Council of Educational Psychologists, 13(1).
Adimora, D. E., Onyishi, C. N., & Nwokenna, E. D. (2014). Effect of strategic content learning on mathematics achievement of students with learning disability. International Multidisciplinary Research Journal: European Academic Research, 2(3), 2286-4822.
AlKandari, N. (2012). Students’ communication and positive outcomes in college classrooms. Education, 133(1), 19-30.
Allen, G. (2011). Early intervention: The next step. A report about how intervention in children's earliest years can eliminate or reduce costly and damaging social problems. UK. https://www.gov.uk/government/publications/early-intervention-the-next-steps--2
Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How does grit impact college students' academic achievement in science?. European Journal of Science and Mathematics Education, 4(1), 33-43.
Blazer, D. G., Domnitz, S., & Liverman, C. T. (Eds.). (2016). Hearing health care for adults priorities for improving access and affordability. National Academies Press (US).
Butler, D. L. (1996). A strategic content learning approach to promoting self-regulated learning by students with learning disabilities. In D. Shunk & B. Zimmerman (Eds.), Self-regulating Learning: From teaching to self-reflective practice (pp. 160-183). Guilford Press.
Butler, D. L. (1998). Strategic content learning approach to self-regulated learning: A report of three case studies. Journal of Educational Psychology, 90(4), 682–697.
Butler, D. L., Elaschuk, C. L., Poole, S. L., Novak, H. J., Jarvis, S. & Beckingham, B. (2000). Investigating an application of strategic content learning: Promoting strategy development in group contexts [Paper presentation]. American Educational Research Association, New Orleans, LA, United States. https://ecps-educ.sites.olt.ubc.ca/files/2013/11/AERA-2000-Groups.pdf
Butler, D. L., Novak, H. J., Beckingham, B., Jarvis, S., & Elaschuk, C. (2001). Professional development and meaningful change: Towards sustaining an instructional innovation [Paper presentation]. American Educational Research Association, Seattle, WA, United States. https://ecps.educ.ubc.ca/files/2013/11/AERA_2001_PD_Paper.pdf
Chen, R. (2012). Institutional characteristics and college student dropout risks: A multilevelevent history analysis. Research in Higher Education, 53, 487-505.
Chen, Y. T. (2014). A study to explore the effects of self‐regulated learning environment for hearing‐impaired students. Journal of computer assisted learning, 30(2), 97-109.
Ertmer P. A. & Newby T.J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24, 1-24.
Gandhi, H., & Varma, M. (2007). Promoting self-regulated learning in mathematics through some pedagogic strategies. Indian Educational Review, 43(1), 233-364.
Gandhi, H., & Varma, M. (2010). Strategic content learning approach to promote self-regulated learning in mathematics. Poceedings of epiSTME, 3.
Hu, S., & Ma, Y. (2010). Mentoring and student persistence in college: A study of the Washington State Achievers program. Innovative Higher Education, 35, 329-341. https://doi.org/10.1007/s10755-010-9147-7
Hu, S., McCormick, A. C., & Gonyea, R. M. (2012). Examining the relationship between student learning and persistence. Innovative Higher Education, 37(5), 387-395.
Jaleel, S. (2016). A study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165-172.
Lee, N., Chung, H. T., Hashim, R., & Lim, T. M. (2011, November 14-15). The relationship between persistence, academic engagement and academic achievement among post graduate students of OUM [Paper presentation]. The International Lifelong Learning Conference (ICLLL) 2011, Seri Pacific Hotel, Kuala Lumpur, Malaysia. http://library.oum.edu.my/repository/653/
Lufi, D., Parish-Plass, J., & Cohen, A. (2003). Persistence in higher education and its relationship to other personality variables. College Student Journal, 37(1), 50-60.
Madhlangobe, L., Chikasha, J., Mafa, O., & Kurasha, P. (2014). Persistence, Perseverance, and Success (PPS): A case study to describe motivational factors that encourage Zimbabwe Open University ODL students to enroll, persist, and graduate with master’s and doctorate credentials. SAGE Open. https://doi.org/10.1177/2158244014544291
Mamiseishvili, K., & Koch, L. C. (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), 93-105. https://doi.org/10.1177/0034355210382580
McCracken, L. M. & Samuel, Y. Y. (2007). The role of values in a contextual cognitive behavioural approach to chronic pain. Journal of Pain, 123(2), 137–145.
Obiakor F. E., & Offor, M. T. (2011). Special education provision in Nigeria: Analyzing contexts, problems, and prospects. International Journal of Special Education, 26(1), 25-32.
Ogundiran, O., & Olaosun, A. O. (2013). Comparison of academic achievement between students with congenital and acquired deafness in a Nigerian college. Journal of Education and practice, 4(23), 42-47.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422.
Jackson, R. G. (2014). Sustaining college students’ persistence and achievement through exemplary instructional strategies. Research in Higher Education Journal, 24, 1-14.
Van Keer, H., & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth graders' reading strategy awareness, reading strategy use, and reading comprehension. Middle Grades Research Journal, 5, 33-45.
Wagner, M. M., & Blackorby, J. (1996). Transition from high school to work or college: How special education students fare. The Future of Children, 103-120.
Wang, L. (2021). The role of students’ self-regulated learning, grit, and resilience in second language learning. Frontiers in psychology, 12.
Wang, X. (2015). Effect of meta-cognitive strategy training on Chinese EFL learners’ reading competence. International Journal of English Linguistics, 5(1), 159.
Woolfolk, A. E. (2011). Educational psychology Global edition (11th ed.). Pearson Educational International, Ohio State University Press.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Lawrence Erlbaum Associates.
Published
2023-02-07
How to Cite
Onyishi, C. N. (2023). Developing Task Persistence Skills in College Students with Hard of Hearing Using Strategic Content Learning. Studies in Learning and Teaching, 4(1), 1-12. https://doi.org/10.46627/silet.v4i1.187
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Articles
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