Self-esteem, family connectedness and social skills on academic performance of students with hearing impairment in Ibadan, Nigeria


Emmanuel O. Ajayi
Friday Ovia Azanor


Introduction: Extant and indigenous literature have shown that students with hearing impairment are found to be below their hearing counterparts in the area of academic and their poor academic performance most times, it is traced to lack of communication, paying little or no attention to other factors.

Purpose: This study therefore investigated factors such as self-esteem, family connectedness and social skills as determinants of academic performance of students with hearing impairment in Ibadan Oyo State, Nigeria.

Design: Descriptive survey research design was adopted in the study. A total of fifty two students with hearing impairment were selected through simple random sampling technique for the study. Purposive sampling technique was used to select three integrated schools in Ibadan. Four instruments were validated and used to collect relevant data. Three research questions were raised to guide the study. Data collected were subjected to a descriptive and inferential statistics.

Results: The study found that there was positive multiple correlation (R = 0.572) among self-esteem, social skills deficits and family connectedness on academic performance. All these factors in this order of magnitude: family connectedness (r = 0.426, p <0.05); self-esteem (r = 0.419, p< 0.05), and social skills deficits (r = 0.138, p< 0.05) predicted academic performance of students with hearing impairment.

Recommendations: It was therefore recommended that school counselors should provide direct service to parents, classroom teachers, school community and students with hearing impairment on the roles these factors play on the academic performance of students with hearing impairment.


How to Cite
Ajayi, E. O., & Azanor, F. O. (2021). Self-esteem, family connectedness and social skills on academic performance of students with hearing impairment in Ibadan, Nigeria. Journal of Educational Research in Developing Areas, 2(1), 52-62.


  1. Ademokoya, J. A. (1995). Effects of direct and indirect strategies on reasoning skills in some seccondary school hearing-impaired students. An unpublished Ph.D Thesis. Department of Special Education, University of Ibadan.
  2. Akellet, J., & Bangarana, P. (2019). Association between parental involvement and academic achievement of of deaf children at Mulago deaf school Kampala, Uganda. Afri Health Science 19(2), 2270-2281.
  3. Anderson, G,. Olsson, E., Rydell, A.M., and Larsen, H. C. 2000. Social competence and Behavioural problems in children with hearing impairment. Audiology 39,88-92
  4. Bat-Chava, Y., & Martin, D. (2003). Negotiating deaf-hearing friendships: Coping strategies of deaf boys and girls in mainstream schools. League for the Hard of Hearing, 511-519.
  5. Dore-Frances, M. A. (2017). Family emotional connectedness.
  6. Gresham, F. M., and Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
  7. Fava de Quevedo, R., & Andretta, I. (2020). Social skills in children and adolescents: Differences between deaf and hearing. Journal of Developmental Psychology, 30 (1), 112-120.
  8. Lazarus, P. J. (2014). Correlations of shyness and self-esteem for elementary school children. Perception and Motro, 5, 8-10.
  9. Liu, C. (2013). Academic and social adjustment among deaf and hard of hearing college students in Taiwan. A Ph.D Thesis. Department of Special Education, University of Kansas.
  10. Marschark, M. (2007). Raising and educating a deaf child: A comprehensive guide to the choices, controversies, and decisions faced by parents and educators. (2nd ed.). Oxford University Press.
  11. Moges, A. (2006). The consequence of deafness on the psychological development of deaf students with reference to Alpha special school for deaf Addis Ababa. Ethiopia Journal of Education and Science 1(2) 61-88
  12. Patil, S., & Pujar, L. (2019). Differential Effects of hearing status on self-esteem among school children. International Journal of Current Microbiology and Applied Sciences 8 (9), 1825-1833.
  13. Sujata, S., & Satapathy, N. (2011). Psychosocial & demographic correlates of academic performance of hearing impaired adolescent. Japan. Asia Pacific Disability Rehabilitation. Journal 19(2), 19-25.
  14. WHO. (2018). hearing day/World-Hearing Day-Infographic- EN.pdf?ua=1