Abstract
The evaluation of the educational system is performed through the prism of the relationship between the individual person and society, taking into account social and economic, political, cultural, socio-economic, family tendencies and directions of development. Therefore, the analysis of the influence of social, economic, welfare, psychological and school factors is necessary in order to identify the positive, but also the negative influences of the factors and thus prevents the poor academic results of the deaf and hard of hearing students. The research problem is aimed at a wider understanding of the factors of academic achievement or failure of the deaf and hard of hearing students in order to improve the quality of their education and upbringing of deaf and hard of hearing students in schools for the deaf and hard of hearing, but also in the field of inclusive education. This paper presents a part of the research results related to the correlation between the indicators of the wider social context and the academic performance of the deaf and hard hearing students. The sample consisted of 59 respondents attending schools for the deaf and hard of hearing students in the Republic of Serbia. For this research, the method of theoretical analysis and synthesis was used in the study of the relevant literature and the determination of theoretical facts important for the research problem, and the survey and content analysis were used as the research techniques. The results showed that there were no statistically significant differences in academic achievement in relation to the type of environment in which the students are living, or in relation to the presence of the cultural institutions in the environment. There is a difference in the academic achievements of the deaf and hard of hearing students in whose environment there are or there are no active organizations for the deaf and hard of hearing, which represents important data in order to create strategies to support the deaf and hard of hearing students.
Highlights
At the end of the first half of the last century, the focus of researchers was on examining the influence of factors of a wider social context on students’ academic performance (Poulou, 2014)
The research results have shown that the achievement of students is significantly affected by cultural and environmental differences as well as social class
Research goal Following the findings of previous researches on academic achievement confirming the several factors correlation in the impact on academic achievement, initial expectations in this research were directed towards the potential of confirming the correlation when it comes to the academic performance of deaf and hard of hearing students
Summary
At the end of the first half of the last century, the focus of researchers was on examining the influence of factors of a wider social context on students’ academic performance (Poulou, 2014). The research results have shown that the achievement of students is significantly affected by cultural and environmental differences as well as social class. Population density and social class, in addition to causing poor results, significantly deny and inhibit further progress in education (Roksandić, 2016). Research findings have shown that poverty lowers the level of education of family members, and parental expectations of children. Less educated and poor parents have less money, energy and time to devote to encourage the development of the full potential of their children. Unequal division of possibilities per social class affect their attitude towards education, so children from economically deprived families often have more pronounced negative attitudes towards school, less support to succeed in school and lower motivation for achievement (Howse, 2010). Ivanovic (2008) agrues that social background significantly contributes the formation of attitude on professional orientation
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