Abstract:
The purpose of this study was to explore the learning approaches deaf students
at the University of Education, Winneba (UEW) adopt and their implications on the
students’ academic performance. Data were gathered from 31 out of 41 deaf
students. The participants were purposively sampled from level 200, 300 and 400.
Data were gathered through ASSIST (1998) questionnaire and students’ academic
records. Data were analysed using descriptive statistics, independent samples t-test
and multiple regression analysis of SPSS 20. Findings of the study suggest that deaf
students at University of Education, Winneba preferred strategic approach to
learning followed by the deep approach and the surface approaches to learning.
Also, the findings indicated that generally male and female participants did not
display significant differences in their approaches to learning. Results of the study
further suggested that participants’ approaches to learning (deep, strategic and
surface) did not predict their academic performance. The study recommended that
further investigation could be done using longitudinal study. Such a study should
examine whether the approaches to learning of deaf students change over time as
they go through their university education.
Description:
A Thesis in the Department of SPECIAL EDUCATION, Faculty of Educational
Studies submitted to the School of Graduate Studies, University of Education,
Winneba, in partial fulfilment of the requirements for award of Degree of
Master of Philosophy (Special Education) degree.
JULY, 2015