Browsing by Author "Charles, Olemu"

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    Psychosocial Support, Academic Motivation, and Academic Self-Efficacy of Secondary school Learners with Hearing Impairment in Mbale, Uganda.
    (Busitema University, 2024) Charles, Olemu
    This study investigated the influence of psychosocial support on academic motivation and academic self-efficacy among learnerswith hearing impairments (deafness) in secondary schools. The study focused on learners within Eastern Uganda, specifically Mbale District, and the Mbale Secondary School for the Deaf. A descriptive cross-sectional research design involving both quantitative and qualitative data collection methods was adopted to understand the existing relationships between psychosocial support and the academic outcomes of deaf learners. The total sample included 80 learners, derived from classes S.1-S.6. Stratified and simple random sampling techniques were used to select the sample. Quantitative data were collected through a structured questionnaire that assessed psychosocial support, academic motivation, and academic self-efficacy using Likert-scale items. Data analysis for the quantitative data involved the use of SPSS for descriptive statistics (means, frequencies, and standard deviations), as well as inferential statistics (correlation and regression analysis) to determine the influence of psychosocial support on both academic motivation and self-efficacy. Results indicated moderate levels across all variables, with regression analysis revealing a statistically significant model (F(3,82) = 4.032, R² = 0.049, p = 0.048), showing that psychosocial support significantly influences academic self-efficacy (ß = 0.222, t = 2.008, p = 0.048), although other factors also contribute. The findings highlighted challenges such as limited resources, inadequate program integration, and insufficient training of specialized staff. To address these challenges, the study recommends improving financial resources, enhancing teacher training, fostering peer and family support, and strengthening program integration to better support academic motivation and self-efficacy in students with hearing impairments.