TY - JOUR
T1 - The effect of a video-guided educational technology intervention on the academic self-concept of adolescent students with hearing impairment
T2 - Implications for physical education
AU - Asogwa, Uche D.
AU - Ofoegbu, Theresa O.
AU - Eseadi, Chiedu
AU - Ogbonna, Chimaobi Samuel
AU - Eskay, Michael
AU - Nji, Godfrey C.
AU - Ngwoke, Oliver Rotachukwu
AU - Nwosumba, Victor Chijioke
AU - Onah, Benardine Ifeoma
AU - Das, Undurti N.
N1 - Publisher Copyright:
Copyright © 2020 the Author(s). Published by Wolters Kluwer Health, Inc.
PY - 2020/7/24
Y1 - 2020/7/24
N2 - Background/Objective:Academic self-concept is an important construct within the disciplines of medicine, psychology, and education. Enhancing the academic self-concept of students with special educational needs is very crucial because it is associated with their quality of life. This study aimed to examine the effect of a video-guided educational technology intervention on the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools in Southeast Nigeria.Methods:This study adopted a randomized controlled trial design. The participants were 60 junior secondary students with hearing impairment. We implemented a video-guided educational technology intervention. It relied on the use of 13-minute video clips with captions/subtitles, which covered academic self-concept-related themes. The Academic Self-Concept Questionnaire, which has been developed by Liu and Wang, was used to collect baseline, posttreatment, and follow-up data. We conducted independent-samples and paired t test and computed Cohen d and Glass Δ to analyze the data.Results:The video-guided educational technology intervention significantly improved the academic self-concept of the treatment group participants, when compared with the care-as-usual control group participants, t(58) = 9.07, P < .001. These improvements in academic self-concept were sustained at follow up among the treatment group participants, when compared with the care-as-usual control group participants, t(48.56) = 10.898, P < .001. Within-subjects comparisons showed that the academic self-concept of the treatment group participants had significantly improved across the different time points at which they were assessed.Conclusion:The video-guided educational technology intervention was effective in improving the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools. Large-scale studies are needed to maximize the impact of video-guided educational technology interventions on students with hearing impairments who attend inclusive non residential public schools in Nigeria.
AB - Background/Objective:Academic self-concept is an important construct within the disciplines of medicine, psychology, and education. Enhancing the academic self-concept of students with special educational needs is very crucial because it is associated with their quality of life. This study aimed to examine the effect of a video-guided educational technology intervention on the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools in Southeast Nigeria.Methods:This study adopted a randomized controlled trial design. The participants were 60 junior secondary students with hearing impairment. We implemented a video-guided educational technology intervention. It relied on the use of 13-minute video clips with captions/subtitles, which covered academic self-concept-related themes. The Academic Self-Concept Questionnaire, which has been developed by Liu and Wang, was used to collect baseline, posttreatment, and follow-up data. We conducted independent-samples and paired t test and computed Cohen d and Glass Δ to analyze the data.Results:The video-guided educational technology intervention significantly improved the academic self-concept of the treatment group participants, when compared with the care-as-usual control group participants, t(58) = 9.07, P < .001. These improvements in academic self-concept were sustained at follow up among the treatment group participants, when compared with the care-as-usual control group participants, t(48.56) = 10.898, P < .001. Within-subjects comparisons showed that the academic self-concept of the treatment group participants had significantly improved across the different time points at which they were assessed.Conclusion:The video-guided educational technology intervention was effective in improving the academic self-concept of adolescents with hearing impairment who were attending inclusive nonresidential public schools. Large-scale studies are needed to maximize the impact of video-guided educational technology interventions on students with hearing impairments who attend inclusive non residential public schools in Nigeria.
KW - academic self-concept
KW - adolescent school students
KW - hearing impairment
KW - physical education
KW - video-guided educational technology intervention
UR - https://www.scopus.com/pages/publications/85089476457
U2 - 10.1097/MD.0000000000021054
DO - 10.1097/MD.0000000000021054
M3 - Article
C2 - 32791677
AN - SCOPUS:85089476457
SN - 0025-7974
VL - 99
SP - E21054
JO - Medicine (United States)
JF - Medicine (United States)
IS - 30
ER -
