EFFECT OF SOCIAL AND EMOTIONAL PROBLEMS ON PERSONALITY DEVELOPMENT OF STUDENTS WITH HEARING IMPAIRMENT AT COLLEGE LEVEL

Abstract

This research was carried out to find out “Effect of social and emotional problems on personality development of students with hearing impairment at college level”. The objectives of the study were: To analyze the effect of social problems on personality development of hearing impaired children as perceive by the teachers. To analyze the effect of emotional problems on personality development of hearing impaired children as perceive by the teachers. To evaluate teachers’ perception on personality development of hearing impaired students. To analyze the effect of social problems on personality development of hearing impaired children as perceive by the students. To analyze the effect of emotional problems on personality development of hearing impaired children as perceive by the students. To evaluate students’ perception on personality development of hearing impaired students.

 Opinion of teachers and students regarding the effect of social and emotional problems on personality development of students with hearing impairment at college level on the base of demographics i.e. gender, locality, qualification, professional qualification, experience, disability level, family system and family income. The study's sample was 32 teachers and 105 students. The respondents were chosen from division i.e. Multan, DG Khan, Faisalabad and Rawalpindi. The approach to sampling that was utilized for the research study was a cluster random sampling technique and census sampling technique. Researcher divided Province Punjab into three categories upper Punjab, central Punjab and South Punjab according to Divisions by using cluster random sampling technique. Researcher selected the entire population as sample of study by using census sampling technique. Mixed                methods approach was utilized as a design of the quantitative survey and qualitative theme generation. To achieve the intended objectives from respondents, two self-structured questionnaires were used questionnaire 1 for teachers and questionnaire 2 for students. Questionnaire 1and questionnaire 2 comprising 60 and 35 statements respectively. The data acquired from all 32 teachers and 105 students was analyzed by the researchers of the study using SPSS. Both descriptive statistics and inferential statistical technique i.e. mean, SD, frequency, T.test & One-way ANOVA was used. It is recommended that to improve the communication at early stage. Identify hearing impairment early and provide appropriate interventions, including speech therapy, sign language instruction, and auditory training. Early support can lessen potential social and emotional challenges. Develop teacher training programs focusing on social and emotional needs, effective communication, and inclusive practices. It also emphasized that offer access to counseling services or mental health support to address any emotional difficulties or psychological issues that may arise due to the hearing impairment or associated challenges.