IOSR Journal of Research & Method in Education (IOSRJRME)

May - Jun 2014Volume 4 - Issue 3

Version 1 Version 2 Version 3 Version 4 Version 5

Paper Type : Research Paper
Title : Feedback in Teacher Education: Interns' Perceptions
Country : India
Authors : Archana Kushwaha
: 10.9790/7388-04330105      logo
Abstract: Field experience is one of the most influential components in preparation of pre-service teachers in a teacher education programme. College supervisors have an important responsibility of supporting and guiding interns during this period. For supervisors' feedback to be effective in leading to change in interns' classroom practice, it should be well received by the teachers at whom it is directed. This study was an attempt to understand how interns felt about the feedback they received from their college supervisors during their internship in school and identify those aspects of the feedback which helped them become reflective teachers. The study brings to light several aspects of supervision including those that helped them improve classroom practices as well as others which invited disapproval or were considered unproductive.
Keywords: feedback, field experience, internship, interns' perceptions, reflective teaching, supervision.
[1] Tang S (2003), Challenge and support: The dynamics of student teachers‟ professional learning in the field experience, Teaching and Teacher Education 19: 483-98
[2] Richardson V (1996) The role of attitudes and beliefs in learning to teach. In Handbook of Reasearch in Teacher Education, ed. J Sikula, 102-19, New York: Simon and Schuster Macmillan
[3] Caires S and Almeida L (2007), Positive aspects of teacher training supervision: The student teachers‟ perspective, European Journal of Psychology of Education, 22(4), 515-528
[4] Dewey J (1938) Education and experience, New York: Simon and Schuster
[5] Zeichner K (1996) Designing educative practicum experiences In Currents of Reform in preservice teacher education, ed. K. Zeichner, S Melnick and M L Gomez, 215-34, New York and London: Teachers College, Columbia Univ

Paper Type : Research Paper
Title : Teacher Professional Development Seen From Training Implementation, Teacher Empowerment and Teacher Mindset at Center of Development and Empowerment for Teacher and Education Personnel (PPPPTK) Medan
Country : Indonesia
Authors : Bongguk Haloho
: 10.9790/7388-04330610      logo
Abstract: This study aims to determine the relationship among the training implementation, teacher empowerment, teachers mind set and teacher professional development. The research method used quantitative methods with the number of respondents as many as 90 vocational school teachers from Sumatera and Kalimantan. Data were processed using path analysis. The results showed: first, the training implementation directly affects teachers mindset of 20.07%. Secondly, teacher empowerment directly affect teacher mindset 21.90%. Third, Implementation Training directly influence on the Teacher Professional Development 10.11%. Fourth, Teacher Empowering directly influence the Teacher Professional Development at 0.0756 or 7.56%. Fifth, Teacher Mindset directly influence the Teachers Professional Development of 18.83%.Based on the results of the study suggested: first, Head of Education districts/cities in formulating policies relating to teachers professional development encourage the participation of teachers in training, teacher empowerment, and development mindset. Second, teacher training institutions in order to improve the quality and quantity its training. Third, the school superintendent shall carry out its role priority on empowering teachers and teacher development mindset. Fourth, principals should encourage the professional development of teachers. Fifth, the teacher does not stop improving the ability of the profession to do through the seriousness of the following training, developing mindset and utilize empowerment fullest.
Keywords: training implementation. teacher empowerment, teacher mindset and teacher professional development.
[1]. Echols, John M. dan Shadili, Hassan. 1996. Kamus Inggris Indonesia. Jakarta: PT. Gramedia Cet. Ke-23.
[2]. Arifin, H.M. 1995. Kapita Selekta Pendidikan (Islam dan Umum). Jakarta: Bumi Aksara. Cet. Ke-3.
[3]. Sururi. 2002. Meningkatkan Profesionalisasi Guru dan Kepala Sekolah. Makalah: Disampaikan Pada Kegiatan P2M Tanggal 19 Oktober 2002.
[4]. Jennie S. Bev. T. 2007. Mindset Sukses: Jalur Cepat Menuju Kebebasan Finansial. e-Book.
[5]. Dweck, Carol S. 2007. Change Your Mindset Change Your Life. Jakarta : PT. Serambi Ilmu Semesta

Paper Type : Research Paper
Title : Evaluating the Adequacy of laboratory facilities on students' academic Performance in Secondary School in Calabar, Nigeria
Country : Nigeria
Authors : Neji, Hope Amba, Ukwetang, John.O, Nja, Cecilia. O
: 10.9790/7388-04331114      logo
Abstract: In recent times, the provision of laboratory facilities in secondary schools in Calabar have yielded little or no result in terms of students' academic performance. This paper seek to evaluate the extent of adequacy of laboratory facilities on students' academic performance in Calabar. However, a total of three hundred and fifty copies of questionnaire were administered to Chemistry students in order to assess the facilities impact on the students' academic performance. The results obtained from the data collected and analyzed show that laboratory facilities in secondary schools are not adequately enough for teaching chemistry. This result was also affirmed in the tested hypothesis which show that adequacy of facilities does not significantly contribute to the variance in students' academic performances in chemistry.
Key words: Adequacy, academic, chemistry, performance, students.
[1]. Aburime, E. F. (2004). Refocusing research technology and Mathematics education: A case for Mathematicslaboratory.Proceeding of the 45th annual conference of Science Teachers' Association of Nigeria (STAN),Akure, September 18– 21.
[2]. Akpan, O. (2006). Laboratory facilities for Chemistry teaching. Unpublishedseminar paper, University of Calabar, Nigeria.
[3]. Eshiet, I. T. (1996).Improvisation in science teaching philosophy and practice.Abak: Belpot Press.
[4]. Federal Government of Nigeria (FRN) (2004).National policy of education (4thed.). Lagos: National Educational Research and Development Council.
[5]. Hager, W. R. (1974).An investigation of verbal behaviour and learning climate in undergraduate engineering classroom.Journal of Research in Science Teaching, 11(2), 121-131.

Paper Type : Research Paper
Title : Peace Building Mechanism: Alternative to Dispute Resolution. A Study of Calabar, Nigeria
Country : Nigeria
Authors : Usang, Eteng Eloma
: 10.9790/7388-04331521      logo
Abstract: This study focuses on peace building mechanism as an Alternative to Dispute Resolution. It sought to establish how the people of Calabar, in southern Nigeria have used it as an effective indigenous peace building mechanism to prevent, mitigate, manage, and resolve conflicts, and to draw the attention of the governments as to streamline its use as an indigenous mechanism to make the country stable and peaceful. The study was conducted in Calabar Municipal Council of Cross River State, Nigeria. The methodology used in this research was collection of information from primary sources through interviews and questionnaire administration as well as from secondary sources through library research and internet. The data used for the project were the responses of teachers, council staff and traditional rulers randomly selected from the research area. The Mean and Simple Percentage Method formulae were used to analyze the data and interpret the results. The results revealed that the people of Calabar have developed widely used and effective indigenous mechanisms for the prevention and resolution of conflicts. The study concluded that there are latent political and socio-cultural conflicts threatening the peace of Cross River State; and recommended that these indigenous preventive mechanisms should be recognized and backed by law to complement the efforts at resolving disputes in Nigeria
[1]. Abebe, A. (2010). "Indigenous Mechanisms for the Prevention and Resolution of Conflict: The Experience of the Oromo in Ethiopia". Expert meeting on implementing research and innovation policy at policy and institutional levels in Africa. Addis Ababa, Ethiopia
[2]. Agwu, F.A. (2007). "World Peace Through World Law: The Dilemma of the United Nations Security Council". University Press Ltd, Ibadan.
[3]. Benge, G. (1999). "Mary Slessor: Forward into Calabar" (Christian Heroes: Then & Now). YWAM Publishing.
[4]. Boutros-Ghali, Boutros. (1995). "An Agenda for Peace". New York: United Nations
[5]. Coser L. (1976). "Sociological Theory" (4th Edition). NY and London: Macmillan Pub.
[6]. Crossriverwatch http://www.crossriverstate.gov.ng/ (November 6, 2013)

Paper Type : Research Paper
Title : Effects of Different Cultural Backgrounds and Co-ethnicity on Interpersonal Interactions among Students from Different Cultures and Nationalities at a Malaysian Public University
Country : Malaysia
Authors : Abdul Qahar Sarwari, Ainol Haryati Bt Ibrahim, Nor Ashikin Abdul Aziz
: 10.9790/7388-04332228      logo
Abstract: This study was conducted to evaluate the effects of different cultural backgrounds and co-ethnicity on the process of interpersonal communication (IPC) among local and international students of University Malaysia Pahang (UMP). An embedded design of mixed methods was applied to conduct this study. The quantitative survey was conducted as the main method of this study and the qualitative interviews were done to enrich the data. The quantitative survey had 220 participants from both Malaysian and international students of UMP, and 12 of them were interviewed for the qualitative data as well. According to the results, the vast majority of participants reported that their different cultural backgrounds had positive effects on their interactions with students from different nationalities and their interactions with different people enabled them to gain some new cultural information. Findings of this study also confirmed the helpful influence of co-ethnicity on interactions among students who had students from their own ethnicities and tribes among local or foreign students of UMP. The results are supportive of the positive effects of cultural and tribal diversities of both local and international students of UMP on their daily interactions. Findings of this study may encourage university students to be involved in interactions with students from different cultures and ethnicities to experience the new multicultural environments and improve their social skills through their interactions with people from different societies.
Keywords: Different cultural backgrounds; co-ethnicity; Interpersonal communication; interactions
[1] Abdulla, E. A. (2008). Transcending Ethnocentrism: A phenomenological study of Arab and American college students who experienced the other culture (Doctoral dissertation).Available from ProQuest Dissertations & Theses database. (UMI No. 3337350)
[2] Aidoo, B. (2012). An examination of mature interpersonal relationships among international and American college students ( Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No.3534803)
[3] AinolHaryatiBt Ibrahim. (2011). Podcasting as a tool in the development of public speaking skills.Unpublished doctoral dissertation, International Islamic University Malaysia.
[4] Chickering, A. W., &Reisser, L. (1993).Education and identity (2nd ed.) San Francisco,CA: Jossey- Bass.
[5] Creswell, J. W. & Plano Clark, V. L. (2007). Designing and conducting mixedmethodsresearch.Thousand Oaks, CA: Sage.
[6] Crowell, D. M. (2011).Bridging the gap between interpersonal communication skill differences in employees: An interpersonal communication training curriculum (MA dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 1503888)
Paper Type : Research Paper
Title : Reading Habits of Senior Secondary Students at Ujjain City,
M.P. (INDIA)
Country : India
Authors : Sapna Mishra
: 10.9790/7388-04332933      logo
Abstract: This is a report on reading survey carried out among the Senior secondary students at ujjain city M.P.. The Present study explore the reading habits of senior secondary studentsin ujjain city This study shows that the various aspects reading habits like aims of the study,reading materials borrowed fromlibrary, time spent in library ,use reference materials ,which medium reading material preferred by students,place of reading ,and to develop some suggesions for solution of the problems.suggesion have been given to make the service more like in the school libraries.
[1]. Andeerson, Karen. "Education and Training for Records Professinals." Records Management Journal 17.2 (2007): 94-106.
[2]. Apeji, E. Adeche. "Developing Reading Habits and Skills in Schools." Library Herald 47.1 (2009): 15-22.
[3]. Bostrom, Lena and Lassen, Liv M. "Unraveling Learning, Learning Styles, Learning Strategies and Meta-Cognition." Education + Training 28.2/3 (2006): 178-89.
[4]. Brier, David J and Lebbin, Vickery Kaye. "Teaching Information Literacy Using the Short Story. Reference Service Review 32.4 (2004): 383-87.
[5]. Gallik,J.D. "Do they Read of pleasure ?Recreational reading habits of college students."Journal of adolscent and adult literacy.42.6(1990):480.
[6]. Lgun,Stella E and adogbeji,ogenewopaga Benson. . "Study habits of Postgraduate students in selected Nigerian university ." Library Philosphy and Practice (e-Journals)Annual volume ,November 2007.
[7]. Zaki, N. (1991). User education in Nigeria university: The need for new approaches. International Library
Movement, 13(1): 27-43.

Paper Type : Research Paper
Title : A Comparative study of Different Teaching Methodologies used for developing understanding of Cardiac Pharmacology in Undergraduate Medical Students
Country : India
Authors : Dr. Mrs. Jayshree S. Dawane, Dr. Mrs. Pandit V. A., Dr. Mrs. Dhande P. P.,
Mrs. Sahasrabudhe R.A, Dr. Mrs.Karandikar Y. S.
: 10.9790/7388-04333438      logo
Abstract: Pharmacology is rapidly evolving and expanding conquering many diseases in its stride. Though a backbone of modern medicine, it is perceived as dry and boring subject by many undergraduates. [1,2] Some of the reasons for this perception could be the vast nature of the subject and having to memorise some of the details of the drug. Traditional Pharmacology teaching includes didactic lectures with audiovisual aids, tutorials and seminars. Also animal experiments, prescription writing, and clinical problems solving included additionally. It is difficult to mend student perception with traditional methods of teaching, though some modification in teaching-learning methodology could be tried. Such attempts have been made all over India to make the teaching of pharmacology more interesting and relevant.[3] The lecture is the most commonly used teaching learning method in medical education. There are serious concerns regarding the effectiveness of this traditional approach, most important being that students are passive listeners. Lectures can definitely be made interactive but extra time is then required to cover the topic which becomes the important limitation in this approach. A tutorial is another commonly used teaching learning method. More interactive and specific than a book or a lecture; a tutorial seeks to teach by example and supply the information to complete certain task.[4] New educational technologies are appearing rapidly. It has been argued that teachers in higher education need to focus on how to facilitate student learning instead of focusing on what to teach.[5,6] Traditional lectures are gradually being augmented or replaced by other methods such as videotape, computer aided instruction, web-based teaching, case-based teaching, and small-group seminars etc.[7,8] Some advantages and disadvantages are present in each of these methods. There has been widespread increase in the interest in problem-based learning curriculum (PBLC) though problems exist in its complete implementation.[8] Small group teaching is also very effective method of teaching in comparison to teaching the students in a large group. [9] Apart from increased in the number of faculty members required, this approach needs more infrastructural facilities as well.[10] Keeping in view all these facts we decided to evaluate various teaching – learning methods to find out which method would best help student learning. Since student feedback had revealed that they find cardiac pharmacology difficult to understand and remember so, we decided to study students‟ understanding of cardiac pharmacology by teaching it with different methods.

[1]. Joshi A, Trivedi M. Innovations in pharmacology teaching. Int J Pharm Biomed Res 2010;1(2):62-64

[2]. McMillan DE, Wenger GR. Effects of curriculum and format changes in a medical pharmacology course, J Med Educ. 1987; 62(10):836-41.
[3]. Badyal DK,Bala S,Kathuria P. Student evaluation of teaching and assessment methods in Pharmacology. Indian J.Pharmacol 2010;42 (2):87-89.

[4]. Thirunavukkarasu J. K.Latha, C.Sathish Babu, C.B. Tharani. A Study on Effectiveness of Different Teaching Methodology inPharmacology for Under Graduate Students. Asian J. Exp. Biol. Sci . 2011; 2(3):487-492.

[5]. Heather Fry,Steve Ketteridge,Stephanie Marshall.A Handbook for Teaching and Learning Enhancing Academic Practice in Higher.Third edition


Paper Type : Research Paper
Title : Laboratory Environment and Senior Secondary Two Chemistry Students' Performance in Quantitative Analysis
Country : Nigeria
Authors : Dr. Nsikak-Abasi Udofia, Nsikanabasi Udo Obot
: 10.9790/7388-04333945      logo
Abstract: This study investigated laboratory environment and senior secondary two chemistry students' performance in quantitative analysis. Specifically, it examined how group and individual session participation; efficient laboratory assistant and non-efficient laboratory assistant; laboratory apparatus and non-quantitative apparatus; and teacher's attitude affects academic performance in quantitative analysis. The population of the study consisted of six hundred and fifty (650) senior secondary students' in Public schools in Ikot Ekpene Local Government Area from which a stratified random sampling technique was used to select thirty (30) students in the study area. Quasi-experimental design was used in this study. The instrument for data collection was Practical Chemistry Achievement test (PCAT). The PCAT gave a reliability coefficient of 0.99. The results obtained gave a significant difference between laboratory apparatus and non-laboratory apparatus; and teacher's attitudes with academic performance in quantitative analysis. Equally no efficient laboratory assist; group and individual practical session participation with academic performance in quantitative analysis. On the basis of the findings, it was recommended that students, teachers and government should improve the effective use of laboratory environment to foster Senior Secondary Schools' Chemistry students' performance in quantitative analysis.
Keywords: Laboratory environment, Chemistry students, Performance in Chemistry, Quantitative analysis.

[1]. Abdullahi, A. (1982) Science Teaching in Nigeria. Atoto Press Limited, Ilorin.
[2]. Adeniyi, A. B. (1981): Improvisation in the Chemistry laboratory. Journal of Science Teachers‟ Association of Nigeria (STAN). Vol. 19, No 3, P. 57-62.
[3]. Allison, M. T. (1977): A Modern approach to W.A.S.C. Practical Chemistry Examination. Journal of Science Teachers‟ Association of Nigeria (STAN) Vol. 15, No. 3 P. 121-125.
[4]. Asubel, D. P. (1968): The Use of Advance Organizer in the Learning and Retention of Meaningful Verbal Material. Journal of Education Psychology. 51:p.267-272.
[5]. Babikan, Y. G. (1970) and Burmastor, M. A. (1953): In Akusoba, E. U. "The Secondary School Chemistry teacher perception on the goals of laboratory activities and the skills students should derive from them"Journal of Science Teachers Association of Nigeria (STAN). Vol. 23, No. 1 and 2 (Dec., 1985) P. 131-140.


Paper Type : Research Paper
Title : An Evaluation of the Effect of Instructional Methods on Student's Achievement in Technical Colleges in Akwa Ibom State
Country : Nigeria
Authors : Dr Nsikak-Abasi Udofia, Dr. King Sam Ibritam, Dr. V. E Onweh
: 10.9790/7388-04334653      logo
Abstract: The purpose of this study was to evaluate the differences in students' achievement in the construction of loadbearing walls, block-laying and concreting after they had been taught using scaffolding,demonstration, and conventional instructional methods in technical colleges in Akwa Ibom State. The study was quasi-experimental, using a sample of 90 subjects drawn through purposive random sampling technique from a population of two hundred and forty six senior technical two students offering Block-laying and Concretingin public technical colleges in Akwa Ibom State. The experimental and control groups were taught block-laying and concreting topics from NABTEB syllabus and tested by the research atendants. An instrument titled Block-laying and Concreting Achievement Test (BCAT) was developed by the researchers and validated by three experts was used for data collection. The reliability co-efficient indices of the instrument using Cronbach's Alpha were established differently for each task of the topics taught. All the research questions were answered using the descriptive statistics; while the hypotheses were tested at .05 level of significance, using independent t-test and in the case of hypothesis 4, analysis of covariance (ANCOVA). The results show that: scaffolding instructional method can be used in teaching workshops-based subjects such as Block-laying and Concreting; Scaffolding instruction method has been found to be a useful teaching method for teaching Block-laying and Concreting and; Scaffolding and Demonstration Instructional Methods were found to be better teaching methods than conventional instruction method in teaching Block-laying and Concreting work. Based on the findings of this study, the researchers recommended among others, that: Technical Teachers Training Institutions should incorporate Scaffolding Instructional Method as one of the methods in their curriculum used in training and student-teachers of block-laying and concreting.
Keywords: Instructional methods, Technical education, Scaffolding, Demonstration, Block-laying, Concreting.

[1]. Akpan, G. A. (2000). Instructional Techniques Preferences for Teaching Essential Work Skills in Technical Education.International Journal of Educational Development, 3 (2):54 – 59.
[2]. Akwa Ibom State Technical School Board.(2011). Students Enrollment - Senior Technical 2 Block-Laying and Concreting. Uyo: Akwa Ibom State Technical School Board.
[3]. Azuka, E. B., &Agomuo, E. E. (2006).Research Techniques for Tertiary Institutions.Oko: Dataword Computers Academy.
[4]. Benson, B. (1997). Scaffolding: Coming to terms. English Journal, 86 (7): 126 – 127. Retrieved from http://project.coe.uga.edu/index.php?title=Scaffolding on July 6,2010.
[5]. Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience and School. Washington, DC: National Academy press.


Paper Type : Research Paper
Title : Refining the Street Children with Education
Country : Pakistan
Authors : Sarah Alam, Prof. Dr. M. Abuzar Wajidi
: 10.9790/7388-04335457      logo
Abstract: Street Children are known in the developed world for several decades but in Pakistan this term has recently become familiar to people when the street children of Pakistan exhibited a flying-color performance in football competitions held among teams comprising of street children from various countries. The media prominently highlighted the achievement of the Pakistani street children who were presented some awards by the provincial government of Sindh while appreciated throughout the country. For the entire society, the achievement of these children is a significant message that despite their homelessness or alienation from the common family set up, they bear lot of potentials like any other children of the society, they have the willingness and strength to rise and improve. Keeping aside the excepted above street children who won competition, it is observable that street children, particularly of the developing countries including Pakistan, have to live a very tough life posed to multiple threats like health, physical assault and violence etc. This deeply deplorable condition can be improved with the help of education. Education of the street children can transform them into useful and responsible citizens and members of the society by way of developing among them awareness about their role in the society, their basic human rights and responsibilities, self-respect and respect for others.
Key words: Street Children, Education, society.

[1]. Scheper-Hughes, N. (2004), Dangerous and Endangered Youth: Social Structures and Determinants of Violence in Ann N Y Acad Sci. 2004 Dec; 1036:13-46.
[2]. Warren A. (2005), Charles Dickens and Street Children of London, Harcourt Publishing Company, New York.
[3]. Behura, N.K. & Mohanty, R.P. (2005), Street Children and Their Problems, Discovery Publishing House, New Delhi.
[4]. Pandey, 1991: 15-18 in Behura, N.K. & Mohanty, R.P. (2005), 'Street Children and Their Problems', Discovery Publishing House, New Delhi.
[5]. Scanlon, T.J., Tomkins, A.,.Lynch, M. A, and Scanlon, F. (1998), Street Children in Latin America, 316 Brit. Med. J. 1596, 1597 (1998).


Paper Type : Research Paper
Title : Learning difficulties in Moroccan students related of psycho-communication disorders and using of the french language: results of an investigation of chemistry students
Country : Morocco.
Authors : SOUBHI Fatim Zahra, TOURI Bouzekri, Lima Laurent, KNOUZI Noureddine, TALBI Mohammed, KASOUR Radouane
: 10.9790/7388-04335861      logo
Abstract: Our research is intended to provide data on learning difficulties within students from scientific majors and the causes of school failure and abandon phenomena in the university. In this research, we are interested in the study of communication disorders and difficulties that these disorders may result in beyond the only language aspects. 519 chemistry students belonging to the Faculty of Sciences Ben M'sik at the University Hassan II Mohammedia -Casablanca participated in the survey. They are aged between 17 and 23 years and suffer no physical or mental disability. The questionnaire consists of 101 questions grouped into 8 themes.Our results indicate that communication disorders impact students' self-confidence. Therefore, we can think that through their influence on self-confidence, these disorders cause a decrease in academic performance. High self-confidence is associated with the retention and academic success while a low self-confidence is associated with school failure and abandonment.
Keywords: academic performance - communication disorders- learning difficulties - self-confidence

[1]. Dyck, M., & Piek, J. (2010). How To Distinguish Normal From Disordered Children With Poor Language Or Motor Skills. International Journal Of Language & Communication Disorders DETAILS.
[2]. Fey, M. E., Catts, H.W. & Larrivee, L. S. (1995) Preparing Preschoolers For The Academic And Social Challenges Of School. In J. Windsor (Eds.), Language Impairment And Social Competence. Language Intervention: Preschool Through The Elementary Years. Baltimore, MD: Paul H Brookes Publishing
[3]. Glozman, J. M. (1987). Communication Disorders And Personality. New York: Plenum Publishers.
[4]. Trevarthen, C. (2008). Intuition For Human Communication. In S. M. Zeedyk (Eds.), Promoting Social Interaction For Individuals With Communicative Impairments:Making Contact.. London, UK: Jessica Kingsley Publishers.
[5]. Self-Efficacy: Toward A Unifying Theory Of Behavioral Change,Albert Bandura, Stanford University.
[6]. Self-Efficacy Beliefs In Academic Setting , Frank Pajares , Emory University
[7]. Ellen L. Usher, Frank Pajares (2009). « Sources Of Self-Efficacy In Mathematics: A Validation Study ». Contemporary Educational Psychology.


Paper Type : Research Paper
Title : The Effectiveness of Resiliency Training Program on the Components of Quality of Life in Mothers with Hearing-Impaired Children
Country : Iran
Authors : L. Aslani, M. Azkhosh, G.Movallali, S.J.Younesi, Z. Salehy
: 10.9790/7388-04336266      logo
Abstract: The birth of a child with hearing impairment in a family will cause chaos and inconvenience among family members. This will affect the quality of life and welfare of parents. The present study aims to investigate the effectiveness of a resilience-raising programme on the components of the quality of life in mothers with hearing-impaired children. This study is quasi-experimental with a pre-test, a post-test and a control group. The sample population includes all the mothers with hearing-impaired children in district 13 of Tehran's municipality. These mothers were selected using the convenience sampling method from a hearing impairment centre in the district. The samples were randomly assigned in the experimental group (n = 15) and the control group (n = 15). The resilience questionnaire by Conner and Davidson the short form of the parental stress index by Abidin and the parent-child relationship questionnaire by Forman were used in the pretest and posttest. The experimental group was treated with a "resilience-raising programme" in 9 sessions of 90 minutes each. The results were analysed using ANCOVA in SPSS. The results suggested that the degree of resilience and improvement of mother-child relationships were significantly higher in mothers treated with this programme compared with those who were not, and the group's parental stress was lowered. The resilience-raising programme can be effective in improving the quality of life in mothers with hearing-impaired children.
Keywords: Life quality, resilience, mothers, hearing-impaired

[1]. G. Movallali, My child is hearing-impaired, (Welfare and Rehabilitation University Press, Iran, 2011).
[2]. Zamani, and S. Hosseini, The psychological effect of a deaf child on family, Journal of Exceptional Education, 83(1), 2008, 8-9.
[3]. R.F. Schilling, and S.P. Schinke, Personal coping and social support for parents of handicapped children, Children and Youth Services Review, 6(1), 1984, 195-206.
[4]. M. Marschark, Raising and education a deaf child (Oxford University Press, New York, 2007).
[5]. M. Ghodrati and Mirkouhi, Parental stress in parents of deaf students: stressful factors, strategies to cope with stress and hardiness,
masterdiss, Tehran University, Iran, 2001.
[6]. K.A. Drummond, and I. Mcdonald, Family adaptation: The goal of promoting resiliency in head start families. NHSA dialog, 1(3), 1997, 132-151



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