Asogwa Uche D, Ofoegbu Theresa Onyema, Ogbonna Chimaobi Samuel, Eskay Michael, Obiyo Ngozi O, Nji Godfrey C, Ngwoke Oliver Rotachukwu, Eseadi Chiedu, Agboti Christian Iheanacho, Uwakwe Chinedozie, Eze Benedict C
Department of Arts Education.
Department of Educational Foundations.
Medicine (Baltimore). 2020 Jun 5;99(23):e20643. doi: 10.1097/MD.0000000000020643.
BACKGROUND/OBJECTIVE: Hearing impaired students still face stigmatization and marginalization especially in inclusive classrooms in developing regions. This negatively impacts their school engagement. The present study aimed at ascertaining the effect of video-guided educational intervention on school engagement of hearing impaired students.
Randomized controlled trial design was adopted for the present study. A total of 46 junior secondary school students with hearing impairment and low school engagement symptoms participated in this study. The students were randomly assigned to groups - intervention group and care-as-usual control group. A video-guided educational intervention package which consists of 13-minutes captioned video clips with school engagement themes served as the treatment intervention. Data were collected at 3 different times (pre-test, post-test and follow up) using School Engagement Scale created by Fredericks, Blumenfeld, Friedel and Paris (2005). Data were analyzed using independent sample t-test, paired sample t-test, Cohen d and Chi-square.
Results showed that the video-guided educational intervention significantly improved school engagement level among hearing impaired adolescent students in the intervention group in comparison with the students in the care-as-usual control group as measured by the Student Engagement Scale [Behavioral: t(24) = -9.305, P < .001; Emotional: t(24) = -7.772, P < .001; Cognitive: t(24) = -7.330 P < .001) as well as total student engagement (t(24) = 12.022, P < .001, Δ = 5.362). Also, the students who took part in the video-guided educational intervention maintained improved school engagement at follow-up.
Video-guided educational intervention is an effective intervention for improving school engagement of hearing impaired adolescent students. Since acquiring relevant education is essential for leading a quality life especially among the special needs population, it was recommended that students with hearing impairment should be helped to acquire life skills through education by fostering their school engagement.
背景/目的：听力受损学生仍然面临着污名化和边缘化，尤其是在发展中地区的融合课堂中。这对他们的学校参与度产生了负面影响。本研究旨在确定视频引导教育干预对听力受损学生学校参与度的影响。
本研究采用随机对照试验设计。共有46名有听力障碍且学校参与度低的初中学生参与了本研究。这些学生被随机分为干预组和常规护理对照组。一个由13分钟带有学校参与主题字幕的视频片段组成的视频引导教育干预包作为治疗干预措施。使用由弗雷德里克斯、布卢门菲尔德、弗里德尔和帕里斯（2005年）创建的学校参与量表在3个不同时间（预测试、后测试和随访）收集数据。使用独立样本t检验、配对样本t检验、科恩d值和卡方检验对数据进行分析。
结果显示，通过学生参与量表测量，与常规护理对照组的学生相比，视频引导教育干预显著提高了干预组中听力受损青少年学生的学校参与度水平[行为方面：t(24) = -9.305，P <.001；情感方面：t(24) = -7.772，P <.001；认知方面：t(24) = -7.330，P <.001]以及学生总体参与度（t(24) = 12.022，P <.001，Δ = 5.362）。此外，参与视频引导教育干预的学生在随访时保持了提高后的学校参与度。
视频引导教育干预是提高听力受损青少年学生学校参与度的有效干预措施。由于获得相关教育对于过上优质生活至关重要，尤其是在特殊需求人群中，建议通过促进听力受损学生的学校参与度，帮助他们通过教育获得生活技能。
