IJIET 2026 Vol.16(7): 1832-1843
doi: 10.18178/ijiet.2026.16.7.2646
doi: 10.18178/ijiet.2026.16.7.2646
Exploring the Impact of Auditory Processing, Assistive Technology, and Socio-economic Factors on Academic Engagement and Self-preparation among Secondary Students Using Hearing Aids
Mohammad Ahmad Abdelaziz Al-Zu’bi 1,*, Waqas Mahmood 2,3, Maher Tayseer Sharadgah 4, Hussam Ali Al Qudah 5,
Kholoud Imhammad Meqbel Almseidin 6, Mohd Sofian Omar Fauzee 7, Mohd Hanafi Mohd Yasin 7, Wan Suraya Wan Nik 7, Muhammad Nazrul Hakim Abdullah 8, and
Rabia Anwar 9
1. Department of Early Childhood, Faculty of Educational Sciences, Zarqa University, Zarqa, Jordan
2. Department of Educational Training, Faculty of Education, The Islamia University Bahawalpur, Bahawalpur, Pakistan
3. INTI International University, Nilai, Malaysia
4. Special Education Department, College of Educational and Psychological Sciences, Amman Arab University, Amman, Jordan
5. Department of University Requirements and Fundamental Sciences, Faculty of Arts, Ajloun National University, Ajloun Governorate, Jordan
6. Ministry of Education, Amman, Jordan
7. Education and Liberal Arts, INTI International University, Nilai, Malaysia
8. Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Putra, Malaysia
9. Department of Management Sciences, Govt Sadiq College Women University Bahawalpur, Bahawalpur, Pakistan
Email: malzubi@zu.edu.jo (M.A.A.A.); waqas.mahmood@iub.edu.pk (W.M.); m.sharadqa@aau.edu.jo (M.T.S.); hussam.qudah@yahoo.com (H.A.A.Q.); me4youjl@hotmail.com (K.I.M.A.); dromarfauzee@gmail.com (M.S.O.F.); mohdhanafi.yasin@newinti.edu.my (M.H.M.Y.); wansuraya.wannik@newinti.edu.my (W.S.W.N.); nazrulh@upm.edu.my (M.N.H.A.); Rabea.anwar@gscwu.edu.pk (R.A.)
*Corresponding author
2. Department of Educational Training, Faculty of Education, The Islamia University Bahawalpur, Bahawalpur, Pakistan
3. INTI International University, Nilai, Malaysia
4. Special Education Department, College of Educational and Psychological Sciences, Amman Arab University, Amman, Jordan
5. Department of University Requirements and Fundamental Sciences, Faculty of Arts, Ajloun National University, Ajloun Governorate, Jordan
6. Ministry of Education, Amman, Jordan
7. Education and Liberal Arts, INTI International University, Nilai, Malaysia
8. Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Putra, Malaysia
9. Department of Management Sciences, Govt Sadiq College Women University Bahawalpur, Bahawalpur, Pakistan
Email: malzubi@zu.edu.jo (M.A.A.A.); waqas.mahmood@iub.edu.pk (W.M.); m.sharadqa@aau.edu.jo (M.T.S.); hussam.qudah@yahoo.com (H.A.A.Q.); me4youjl@hotmail.com (K.I.M.A.); dromarfauzee@gmail.com (M.S.O.F.); mohdhanafi.yasin@newinti.edu.my (M.H.M.Y.); wansuraya.wannik@newinti.edu.my (W.S.W.N.); nazrulh@upm.edu.my (M.N.H.A.); Rabea.anwar@gscwu.edu.pk (R.A.)
*Corresponding author
Manuscript received June 11, 2025; revised July 8, 2025; accepted October 20, 2025; published July 17, 2026
Abstract—In contemporary educational settings, ensuring equitable learning opportunities for all students—including those with hearing impairments—is essential. Students with hearing loss often face unique challenges that may hinder their academic engagement and preparedness. Although academic achievement has been widely studied, limited research specifically addresses how auditory processing abilities, the use of assistive devices, and socio-economic factors collectively influence educational outcomes among secondary school students who use hearing aids. Bridging this gap is critical for designing effective, evidence-based interventions. This study investigates the influence of auditory processing capabilities, assistive device usage, and socio-economic conditions on academic engagement and self-preparation among secondary students with hearing impairments in District Bahawalpur, Pakistan. Employing a quantitative research design, data were collected from a sample of 168 students through school records and validated scales and analyzed using SPSS Version 27. Statistical techniques included Pearson’s correlation, regression analysis, independent samples t-test, and ANOVA to compare the academic outcomes of students using hearing aids versus those without, as well as to examine differences across types of assistive devices. The analysis revealed significant relationships between auditory processing abilities, assistive technology use, and students’ academic engagement and self-preparation. Moreover, ANOVA results indicated that factors related to hearing impairment had a measurable impact on students’ self-perceptions and academic performance. These findings highlight the need for targeted, inclusive interventions and underscore the importance of considering both technological and socio-economic dimensions when supporting the academic development of students with hearing impairments.
Keywords—special education needs, inclusive education, hearing impairment, auditory processing, assistive devices, self-preparation
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—special education needs, inclusive education, hearing impairment, auditory processing, assistive devices, self-preparation
Cite: Mohammad Ahmad Abdelaziz Al-Zu’bi, Waqas Mahmood, Maher Tayseer Sharadgah, Hussam Ali Al Qudah, Kholoud Imhammad Meqbel Almseidin, Mohd Sofian Omar Fauzee, Mohd Hanafi Mohd Yasin, Wan Suraya Wan Nik, Muhammad Nazrul Hakim Abdullah, and Rabia Anwar, "Exploring the Impact of Auditory Processing, Assistive Technology, and Socio-economic Factors on Academic Engagement and Self-preparation among Secondary Students Using Hearing Aids," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1832-1843, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).