International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Ivana Ristić; Daliborka Popović; Boško Milovanović

doi:10.23947/2334-8496-2021-9-2-265-274

Authors

Ivana Ristić University of Priština in Kosovska Mitrovica, Teacher Education Faculty, Serbia https://orcid.org/0000-0002-7780-4504
Daliborka Popović University of Priština in Kosovska Mitrovica, Teacher Education Faculty, Serbia https://orcid.org/0000-0002-9883-6599
Boško Milovanović University of Priština in Kosovska Mitrovica, Teacher Education Faculty, Serbia https://orcid.org/0000-0003-2014-3474

DOI:

https://doi.org/10.23947/2334-8496-2021-9-2-265-274

Keywords:

deaf and hard of hearing students, academic performance, indicator of a wider social context

Abstract

The evaluation of the educational system is performed through the prism of the relationship between the individual person and society, taking into account social and economic, political, cultural, socio-economic, family tendencies and directions of development. Therefore, the analysis of the influence of social, economic, welfare, psychological and school factors is necessary in order to identify the positive, but also the negative influences of the factors and thus prevents the poor academic results of the deaf and hard of hearing students. The research problem is aimed at a wider understanding of the factors of academic achievement or failure of the deaf and hard of hearing students in order to improve the quality of their education and upbringing of deaf and hard of hearing students in schools for the deaf and hard of hearing, but also in the field of inclusive education. This paper presents a part of the research results related to the correlation between the indicators of the wider social context and the academic performance of the deaf and hard hearing students. The sample consisted of 59 respondents attending schools for the deaf and hard of hearing students in the Republic of Serbia. For this research, the method of theoretical analysis and synthesis was used in the study of the relevant literature and the determination of theoretical facts important for the research problem, and the survey and content analysis were used as the research techniques. The results showed that there were no statistically significant differences in academic achievement in relation to the type of environment in which the students are living, or in relation to the presence of the cultural institutions in the environment. There is a difference in the academic achievements of the deaf and hard of hearing students in whose environment there are or there are no active organizations for the deaf and hard of hearing, which represents important data in order to create strategies to support the deaf and hard of hearing students.

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