Self-Determination in Higher Education: A Comparative Study Between Hearing Impaired and Typical Students at Two Saudi Universities

Abstract

Self-determination is a crucial factor in the educational achievements and psychological well-being of students. This research is prompted by the significant educational strides made by Saudi Arabia, as exemplified at Taibah University and King Saud University, which have recently adopted inclusive education by admitting deaf and hard of hearing students alongside the hearing typical students. The study is comparative in design and explores whether factors such as type of hearing loss, academic level, major, and gender account for significant differences in self-determination levels. The study sample comprised 76 students (Males= 40 and Female = 36) from various majors and academic levels who were administered a 25-item questionnaire based on the Functional Model of Self-Determination of Wehmeyer (1996). Additionally, an open-ended question was included to assess students' feelings about their undergraduate experience, providing qualitative insights into the highlights of their academic journey. Results indicate that students at both Taibah and King Saud Universities exhibit self-determination in learning. However, the students at Taibah University demonstrate higher levels of self-determination compared to those at King Saud University at a significant level (Sig=.02). The findings highlighted that students with hearing impairments appreciated the universities' inclusive practices and demonstrated positivity in their academic journey. Despite finding it challenging, they also described their experience as rewarding and fulfilling. The outcomes of this study are expected to contribute to a deeper understanding of the specific needs and strengths of deaf and hard of hearing students in mainstream higher education in Saudi Arabia, potentially guiding policy and support services to foster their academic and personal growth.