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1860799919004057600
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INTELEK Repository
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| collection |
Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2012-10-01 05:53:46
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Restricted Document
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| id |
7918
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UniSZA
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| internalnotes |
[1] Moog, J.S. and A.E. Geers, Epilogue: Major findings, conclusions and implications for deaf education, Ear & Hearing, 24(1S) 2003, 121S-125S. [2] Oh, S.-H., et al., Speech perception after cochlear implantation over a 4-year time period, Acta Oto-Laryngologica, 123, 2003,p. 148-153. [3] Pisoni, D.B., Cognitive factors and cochlear implants: Some thoughts on perception, learning, and memory in speech perception, Ear & Hearing, 21(1), 2000, 70-78. [4] Umat, C., S.H. Konting, and A.A. Rahman, Auditory Functionality and early use of speech in a group of pediatric cochlear implant users, Medical Journal of Malaysia, 65(1), 2010, 7 - 13. [5] Zwolan, T.A. and D.L. Sorkin, Parental perspectives on educational services for children with cochlear implants, International Congress Series, 1273, 2004, 401-404. [6] Alosh, M.M., The Perception and Acquisition of Pharyngealized Fricatives by American Learners of Arabic and Implications for Teaching Arabic Phonology, Ohio State University: Ohio, USA, 1987. [7] Flege, J.E., The Phonetic Approximation In Second Language Acquisition, Language Learning, 30(1), 1980, 117–134. [8] Nik Mohd. Rahimi, et al., Pembelajaran konsonan Arab mengikut pelat Bahasa Melayu, GEMA OnlineTM Journal of Language Studies, 10(3), 2010, 1-14. [9] Mohd Yakub@ Zulkifli, M.Y. and M. Saidi, Keupayaan bacaan Al-Quran di kalangan pelajar tingkatan empat: Kajian di beberapa buah sekolah menengah terpilih di negeri terengganu, AL-BAYAN Journal of Al-Quran & al-Hadith, 6(Mei), 2008, 53-85. [10] Meece, J.L., E.M. Anderman, and L.H. Anderman, Classroom goal structure, student motivation, and academic achievement, Annual Review of Psychology, 57, 2006, 487-503. [11] Moreno, J.A., et al., Assessment of motivation in Spanish Physical Education students: Applying achievement goals and self�determination theories, The Open Education Journal, 1, 2008, 15-22. [12] Yaacob, N.R.N., Penguasaan jawi dan hubungannya dengan minat dan pencapaian pelajar dalam pendidikan Islam, Jurnal Pendidik dan Pendidikan, 22, 2007, 161-172. [13] Yusoff, N.M.R.N., Z. Mahamod, and K.A. Ghani, Motivasi pembelajaran kemahiran mendengar Bahasa Arab dan hubungannya dengan pencapaian pelajar, Jurnal Pendidikan, 33, 2008, 3-18. [14] Fan, W. and C.M. Williams, The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation, Educational Psychology, 30(1), 2010, 53-74. [15] Cotton, K. and K.R. Wikelund (1989) Parent involvement in education. School Improvement Research Series - Research You Can Use. [16] Vincent A. Anfara, J. and S.B. Mertens, Varieties of parent involvement in schooling, Middle School Journal, 39(3), 2008, 58-64. [17] Noh, M.A.C. and R.A. Tarmizi, Persepsi pelajar terhadap amalan pengajaran tilawah Al-Quran (Students' perception toward teaching tilawah Al-Quran), Jurnal Pendidikan Malaysia, 34(1), 2009, 93-109. [18] Ishak, H., et al. Amalan pengajaran dan pembelajaran Pendidikan Islam kepada murid sekolah kebangsaan pendidikan khas masalah pendengaran: Satu kajian kes. in Seminar Penyelidikan Siswazah, Universiti Kebangsaan Malaysia (UKM), Bangi, Selangor: Fakulti Pendidikan UKM Bangi. 2009. [19] Verschuur, C., Acoustic models of consonant recognition by cochlear implant users, Unpublished PhD thesis, University of Southampton, United Kingdom, 2007, 271. [20] Zhou, N., The effects of frequency-place shift on consonant confusion in cochlear implant simulation, Journal of Acoustical Society of America, 128(1), 2010, 401-409. [21] Ehrman, M.E. and R.L. Oxford, Affective survey, Arlington, VA: Foreign Service Institute, 1991. [22] Oxford, R.L., Language learning strategies: what every teacher should know, New York Newbury House. 1990. [23] Tella, A., The impact of motivation on student's academic achievement and learning outcomes in Mathematics among secondary school students in Nigeria, Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 2007, 149-156. [24] Russell, F., The expectations of parents of disabled children, British Journal of Special Education, 30(3), 2003, 144-149. [25] Child Trends Data Bank, Parental expectations for their children's academic attainment - Indicators on children and youth, www.childtrendsdatabank.org, 2012, 1-11
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3706-01-FH02-FBK-15-02481.pdf
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| person |
Preeti Sharma
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oai_dc
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| resourceurl |
https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7918
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| spelling |
7918 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7918 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 8 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in Preeti Sharma 2012-10-01 05:53:46 3706-01-FH02-FBK-15-02481.pdf UniSZA Private Access Factors Affecting the Learning of the Holy Quran among Severely and Profoundly Hearing-Impaired Children with a Cochlear Implant. IOSR Journal of Humanities and Social Science The study aimed to examine three factors, namely self-factors, parental and teaching factors, which might affect the learning of the Arabic sounds used in the holy Quran among a group of Malay hearing�impaired children. This cross-sectional study involved fourteen severely and profoundly hearing-impaired children with a cochlear implant, aged between 8 to 15 years old, selected from those attending the Universiti Kebangsaan Malaysia Cochlear Implant Program. The duration of cochlear implant experience was between 5 to 10 years. All subjects used oral communication mode and attended normal mainstream schools. A set of questionnaires was adapted and subjects were interviewed directly to fill up this questionnaire. In addition, the children were also asked to read a surah in the holy Quran and these readings were rated by an expert in the recitation of the Quran. Bivariate Pearson correlation analyses revealed significant positive correlations between self-factors and teaching factors with the reading scores. However, parents’ factors were insignificant. Stepwise multiple linear regression showed that self-factors were the only significant predicting factor and contributed about 55.1% of the variance seen in the reading scores suggesting self-factors were most significant to facilitate the learning of the holy Quran among hearing-impaired children with a cochlear implant. 2 1 85-92 [1] Moog, J.S. and A.E. Geers, Epilogue: Major findings, conclusions and implications for deaf education, Ear & Hearing, 24(1S) 2003, 121S-125S. [2] Oh, S.-H., et al., Speech perception after cochlear implantation over a 4-year time period, Acta Oto-Laryngologica, 123, 2003,p. 148-153. [3] Pisoni, D.B., Cognitive factors and cochlear implants: Some thoughts on perception, learning, and memory in speech perception, Ear & Hearing, 21(1), 2000, 70-78. [4] Umat, C., S.H. Konting, and A.A. Rahman, Auditory Functionality and early use of speech in a group of pediatric cochlear implant users, Medical Journal of Malaysia, 65(1), 2010, 7 - 13. [5] Zwolan, T.A. and D.L. Sorkin, Parental perspectives on educational services for children with cochlear implants, International Congress Series, 1273, 2004, 401-404. [6] Alosh, M.M., The Perception and Acquisition of Pharyngealized Fricatives by American Learners of Arabic and Implications for Teaching Arabic Phonology, Ohio State University: Ohio, USA, 1987. [7] Flege, J.E., The Phonetic Approximation In Second Language Acquisition, Language Learning, 30(1), 1980, 117–134. [8] Nik Mohd. Rahimi, et al., Pembelajaran konsonan Arab mengikut pelat Bahasa Melayu, GEMA OnlineTM Journal of Language Studies, 10(3), 2010, 1-14. [9] Mohd Yakub@ Zulkifli, M.Y. and M. Saidi, Keupayaan bacaan Al-Quran di kalangan pelajar tingkatan empat: Kajian di beberapa buah sekolah menengah terpilih di negeri terengganu, AL-BAYAN Journal of Al-Quran & al-Hadith, 6(Mei), 2008, 53-85. [10] Meece, J.L., E.M. Anderman, and L.H. Anderman, Classroom goal structure, student motivation, and academic achievement, Annual Review of Psychology, 57, 2006, 487-503. [11] Moreno, J.A., et al., Assessment of motivation in Spanish Physical Education students: Applying achievement goals and self�determination theories, The Open Education Journal, 1, 2008, 15-22. [12] Yaacob, N.R.N., Penguasaan jawi dan hubungannya dengan minat dan pencapaian pelajar dalam pendidikan Islam, Jurnal Pendidik dan Pendidikan, 22, 2007, 161-172. [13] Yusoff, N.M.R.N., Z. Mahamod, and K.A. Ghani, Motivasi pembelajaran kemahiran mendengar Bahasa Arab dan hubungannya dengan pencapaian pelajar, Jurnal Pendidikan, 33, 2008, 3-18. [14] Fan, W. and C.M. Williams, The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation, Educational Psychology, 30(1), 2010, 53-74. [15] Cotton, K. and K.R. Wikelund (1989) Parent involvement in education. School Improvement Research Series - Research You Can Use. [16] Vincent A. Anfara, J. and S.B. Mertens, Varieties of parent involvement in schooling, Middle School Journal, 39(3), 2008, 58-64. [17] Noh, M.A.C. and R.A. Tarmizi, Persepsi pelajar terhadap amalan pengajaran tilawah Al-Quran (Students' perception toward teaching tilawah Al-Quran), Jurnal Pendidikan Malaysia, 34(1), 2009, 93-109. [18] Ishak, H., et al. Amalan pengajaran dan pembelajaran Pendidikan Islam kepada murid sekolah kebangsaan pendidikan khas masalah pendengaran: Satu kajian kes. in Seminar Penyelidikan Siswazah, Universiti Kebangsaan Malaysia (UKM), Bangi, Selangor: Fakulti Pendidikan UKM Bangi. 2009. [19] Verschuur, C., Acoustic models of consonant recognition by cochlear implant users, Unpublished PhD thesis, University of Southampton, United Kingdom, 2007, 271. [20] Zhou, N., The effects of frequency-place shift on consonant confusion in cochlear implant simulation, Journal of Acoustical Society of America, 128(1), 2010, 401-409. [21] Ehrman, M.E. and R.L. Oxford, Affective survey, Arlington, VA: Foreign Service Institute, 1991. [22] Oxford, R.L., Language learning strategies: what every teacher should know, New York Newbury House. 1990. [23] Tella, A., The impact of motivation on student's academic achievement and learning outcomes in Mathematics among secondary school students in Nigeria, Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 2007, 149-156. [24] Russell, F., The expectations of parents of disabled children, British Journal of Special Education, 30(3), 2003, 144-149. [25] Child Trends Data Bank, Parental expectations for their children's academic attainment - Indicators on children and youth, www.childtrendsdatabank.org, 2012, 1-11
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| spellingShingle |
Factors Affecting the Learning of the Holy Quran among Severely and Profoundly Hearing-Impaired Children with a Cochlear Implant.
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| summary |
The study aimed to examine three factors, namely self-factors, parental and teaching factors, which might affect the learning of the Arabic sounds used in the holy Quran among a group of Malay hearing�impaired children. This cross-sectional study involved fourteen severely and profoundly hearing-impaired children with a cochlear implant, aged between 8 to 15 years old, selected from those attending the Universiti Kebangsaan Malaysia Cochlear Implant Program. The duration of cochlear implant experience was between 5 to 10 years. All subjects used oral communication mode and attended normal mainstream schools. A set of questionnaires was adapted and subjects were interviewed directly to fill up this questionnaire. In addition, the children were also asked to read a surah in the holy Quran and these readings were rated by an expert in the recitation of the Quran. Bivariate Pearson correlation analyses revealed significant positive correlations between self-factors and teaching factors with the reading scores. However, parents’ factors were insignificant. Stepwise multiple linear regression showed that self-factors were the only significant predicting factor and contributed about 55.1% of the variance seen in the reading scores suggesting self-factors were most significant to facilitate the learning of the holy Quran among hearing-impaired children with a cochlear implant.
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| title |
Factors Affecting the Learning of the Holy Quran among Severely and Profoundly Hearing-Impaired Children with a Cochlear Implant.
|
| title_full |
Factors Affecting the Learning of the Holy Quran among Severely and Profoundly Hearing-Impaired Children with a Cochlear Implant.
|
| title_fullStr |
Factors Affecting the Learning of the Holy Quran among Severely and Profoundly Hearing-Impaired Children with a Cochlear Implant.
|
| title_full_unstemmed |
Factors Affecting the Learning of the Holy Quran among Severely and Profoundly Hearing-Impaired Children with a Cochlear Implant.
|
| title_short |
Factors Affecting the Learning of the Holy Quran among Severely and Profoundly Hearing-Impaired Children with a Cochlear Implant.
|
| title_sort |
factors affecting the learning of the holy quran among severely and profoundly hearing-impaired children with a cochlear implant.
|