Influence Of Demographic Factors On Memory And Attention (Cognitive Ability) Among Hearing-Impaired

Ummi Habibah Abd Rani,Najib Ahmad Marzuki,S.A Aljunid,M.A.A Mohd Salleh,P.J Soh,K.N.F Ku Azir,C.B.M Rashidi

doi:10.1051/matecconf/201815005083

Ummi Habibah Abd Rani, Najib Ahmad Marzuki + Show 5 more

Open Access

https://doi.org/10.1051/matecconf/201815005083

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Abstract

The aim of this study was to examine the influence of demographic factors on cognitive ability (memory and attention) among hearing-impaired students. Data from 163 hearing-impaired students were collected using simple random sampling at five polytechnics in Malaysia. The Cambridge Neuropsychological Test Automated Battery (CANTAB) software were utilised to examine cognitive ability (memory and attention). Demographic factors consist of gender, hearing aid usage and parents’ hearing status. The results revealed that attention and memory differed according to hearing aid usage and parent’s status of hearing. No significant differences were found for memory and attention according to hearing-impaired gender. The findings of this study will enable the education authority to direct these special students in a way that best suits the institution and students goals.

Highlights

Hearing-impaired can be related to impediment to access an information in educational experiences
Referring to table 1, there were no significant differences of attention and memory mean between male and female hearing-impaired
The result showed that there were no significant differences of memory with [t= .94, p> .05] and Cognitive ability Attention

Summary

Introduction

Hearing-impaired can be related to impediment to access an information in educational experiences. All other things are seldom equal when it comes to hearing-impaired. Most investigations of this issue have not taken into account the intellectual abilities, language fluencies, or social skills of hearingimpaired students. Such findings should not be taken to imply that hearing-impaired students will always have learning difficulties. Instead, they should be seen as emphasizing the need for a more complete understanding of hearing-impaired students' cognitive ability such as attention and memory if we are to foster educational success [2]

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