Teachers’ perceived causes of aggressive behaviours among hearing impaired secondary school Students in Oyo State

Abstract

Hearing impairment is one of the most common congenital and acquired diseases in children and it is invisible. One would assume that individuals with Hearing impairment encounter more difficulties regarding their adjustment because they often face multiple challenges, such as speech and language delays, communication problems, psycho-social adjustment/problems and less or no access to the sound-dominated world. Reduced participation of these children in social life limit the quality of life. This study investigated teachers’ perceived causes of aggressive behaviours among hearing impaired secondary school students in Oyo state. Influence of moderating variables such as gender, age and tribe were examined. Descriptive survey method was employed. A total of 220 secondary school teachers were selected through random sampling techniques. The participants responded to a questionnaire entitled Causes of Aggressive Behaviours among Hearing Impaired Students (CABAHIS). The reliability of the instrument was established using test re-test reliability method, a correlation coefficient of 0.76 was derived. The data collected were analyzed using both descriptive and inferential statistics. Percentage was used for the demographic data while t-test and Analysis of Variance (ANOVA) statistical tools were used to analyze the hypotheses at 0.05 level of significance. Result showed that the causes of aggressive behaviours among hearing impaired students in Oyo State include: unmet needs, being unnecessarily provoked by non-handicapped peers, poor self-concept, and low self-esteem among others. Gender, age had no significant influences on the causes of aggressive behaviours among hearing impaired students in Oyo State. It is therefore recommended that teachers and school counsellors should implement a parent-guidance programme on knowledge and skills regarding the prevention and handling of aggressive behaviour.