The Role of Social Interactions in Academic Satisfaction Among D/Deaf and Hard-of-Hearing (HOH) Students
Main Article Content
Abstract
This descriptive correlational study aimed to describe the demographics, level of social interaction, academic satisfaction, and the relationship between social interaction and satisfaction among d/Deaf and hard-of-hearing (HOH) students. The study purposively sampled 64 respondents, with 34 females (53.13%) and 30 males (46.88%), ranging from 18 to above 24 years old. Most of the respondents' mothers (46.88%) and fathers (39.06%) attained a college level of education. More than half (58.26%) had 3-5 siblings. The majority (85.94%) were d/Deaf. Results showed that respondents had high levels of social interaction with their family (M=3.85), teachers (M=3.75), hearing students (M=3.75), and peers (M=3.78), with an overall grand mean of 3.78, indicating high social interaction. They also expressed satisfaction in terms of teaching (M=3.74), assessment (M=3.63), and generic skills and learning experiences (M=3.84), with an overall grand mean of 3.74, showing satisfaction. A Pearson’s r (correlational coefficient) statistical test revealed a strong positive correlation (r=0.847) between social interaction and satisfaction, and the relationship was found to be significant (p=0.000). This implies that social interactions were important in influencing the academic satisfaction of d/Deaf and hard-of-hearing students. The findings provide insights that can aid in developing support programs to enhance d/Deaf and hard-of-hearing students’ educational experiences. Instructional support can be provided to facilitate peer interactions further and improve learning experiences through additional academic and social resources.