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Approaches to Studying in Deaf and Hearing Students in Higher Education

Richardson, John T. E.; MacLeod-Gallinger, Janet; McKee, Barbara G. and Long, Gary L. (2000). Approaches to Studying in Deaf and Hearing Students in Higher Education. Journal of Deaf Studies and Deaf Education, 5(2) pp. 156–173.

DOI (Digital Object Identifier) Link: https://doi.org/10.1093/deafed/5.2.156
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Abstract

We conducted a survey to compare the responses of 149 deaf students and 121 hearing students taking the same courses to a shortened and adapted version of the Approaches to Studying Inventory. In general, the impact of deafness on approaches to studying was relatively slight, and deaf students appeared to be at least as capable as hearing students of engaging with the underlying meaning of the materials to be learned. We used factor analysis to identify eight scales, and differences between the two groups were statistically significant on four of these scales. Discriminant analysis indicated that deaf students found it more difficult to relate ideas on different topics and that this was more marked in those who preferred to communicate using sign. However, deaf students were more likely than hearing students to adopt a critical approach and to analyze the internal structure of the topics studied.

Item Type: Journal Item
ISSN: 1465-7325
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 50162
Depositing User: John T. E. Richardson
Date Deposited: 17 Jul 2017 14:34
Last Modified: 07 Dec 2018 10:53
URI: http://oro.open.ac.uk/id/eprint/50162
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