Access to guidance and counselling as a determinant for academic performance among students with hearing impairment in Tanzania

Abstract

This paper examines the extent to which access to guidance and counselling influences academic performance among students with hearing impairment in Tanzania. A mixed methods approach was employed to study the randomly selected 138 students with hearing impairement and a group of 12 participants constituting heads of school, academic teachers and school counsellors. It was found that academic performance among students with hearing impairment was determined by a number of factors among others including guidance and counselling services (p = 0.043). The study recommends that school administrators must be in the forefront in supporting and promoting guidance and counselling programs in schools.