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’bi1,*
,
Waqas Mahmood2,3 ,
Maher Tayseer Sharadgah4 ,
Hussam Ali Al Qudah5 ,
Kholoud Imhammad Meqbel Almseidin6 ,
Mohd Sofian Omar Fauzee7 ,
Mohd Hanafi Mohd Yasin7 ,
Wan Suraya Wan Nik7 ,
Muhammad Nazrul Hakim Abdullah8 ,
Rabia Anwar9
- 1Department of Early Childhood, Faculty of Educational Sciences, Zarqa University, Zarqa, Jordan
- 2Department of Educational Training, Faculty of Education, The Islamia University Bahawalpur, Bahawalpur, Pakistan
- 3INTI International University, Nilai, Malaysia
- 4Special Education Department, College of Educational and Psychological Sciences, Amman Arab University, Amman, Jordan
- 5Department of University Requirements and Fundamental Sciences, Faculty of Arts, Ajloun National University, Ajloun Governorate, Jordan
- 6Ministry of Education, Amman, Jordan
- 7Education and Liberal Arts, INTI International University, Nilai, Malaysia
- 8Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Putra, Malaysia
- 9Department of Management Sciences, Govt Sadiq College Women University Bahawalpur, Bahawalpur, Pakistan
- Manuscript receivedJune 11, 2025
- revisedJuly 8, 2025
- acceptedOctober 20, 2025
- publishedJuly 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
How to 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. https://doi.org/10.18178/ijiet.2026.16.7.2646
Copyright & License
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).