Implications of deaf students’ learning approaches on their academic performance at the University of Education, Winneba

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.