Arab Educational Information Network

This study aims to propose an educational program to support the distance-learning of hearing-impaired students (deaf) at the University of Jordan and measure its effectiveness in terms of their learning achievements as well as their self-learning skills and motivation using the pre-experimental curriculum. The study sample was intentionally chosen, and the number of the sample was 23 students (one experimental sample), who are all members of the study community for deaf students; registered in the summer semester of the academic year 2019/2020. An achievement test consisting of 22 questions was prepared and applied to 13 students (male and female) enrolled in 2 subjects: Arabic language skills, and English language skills. A scale consisting of 25 items was applied to measure the self-learning skills in addition to a scale of 23 items to measure the students’ motivation. The validity and reliability of the study tools were verified. To answer the research questions, the researcher used several statistical testing measures including ranks, arithmetic averages, and standard deviations and conducting a pre-measurement (face-to-face learning with the sign language interpreter) and post-measurement via remote educational software. Moreover, the researcher used Wilcoxon analysis to measure the impact of achievement and statistical analysis (t-test) to measure the impact of self-learning and motivation on hearing-impaired students. The results of the study concluded that there are statistically significant differences between the mean scores of the pre- and post-academic achievement scores. Moreover, the results showed significant differences between the arithmetic mean of the scores on the 4 dimensions of the self-learning scale (i.e., organizational skills, direction and control, the use of learning resources, and self-evaluation) and the 4 motivation scale dimensions (i.e., reinforcement, ability, and sense of value, and knowledge and understanding), in which the post-academic achievement results were better. This indicates the effectiveness of the remote educational program in improving the achievement, self-learning, and motivation of the hearing-impaired students. (Author's abstract)