Mediating Role of School, Classroom and Student Levels between System and Outcomes for Parents of Students with Hearing Impairment

Abstract

The purpose of this research was to investigate the relationship between parents’ perception of effectiveness of educational services (system, school, classroom and student levels) and learning outcome (cognitive, affective, psycho motor, new learning) and to investigate the serial mediating role of school, classroom, and student levels between the relationship of system level and outcomes for the parents of the students with hearing impairment. Quantitative paradigm was used to conduct this research. Parents of hearing-impaired pupils participating in government special education institutions in Punjab Province were taken into account for this study's demographic. For this investigation, the sample was chosen using a random sampling procedure. The sample for this study consisted of 500 parents of hearing-impaired students. The researchers produced an indigenous scale. The five-point Likert scale was used to evaluate each statement. For the parents of the students who have hearing impairments, a Pearson product moment correlation analysis was done to look into the relationship between the system, school, classroom, student levels, and outcomes. Structural equation model (SEM) was employed to examine mediating role of educational effectiveness including, school level, classroom level and student level between system level and outcomes for parents of students with hearing impairment.