The Reality of Distance Education System and its lmpact on the Academic Achievement of Deaf and Hard of Hearing Students from their Teachers Perspectives

Abstract

The current study aimed to investigate the reality of the distance education system and its impact on the academic achievement of deaf and hard of hearing students from the perspective of their teachers in the Eastern Province of Saudi Arabia. It adopted descriptive methodology, and a questionnaire was used to collect data. The sample consisted of 49 male teachers and 39 female teachers who teach deaf and hard of hearing students. The findings demonstrated that the reality of teachers in preparing lessons presentations was positive, and they had suitable computer devices to access educational platforms. Additionally, the results showed that there was correlation of positive influence with exciting presentations, and the least prepared aspect of teachers was the lack of availability of an electronic guidebook. The results revealed that the distance learning system does not increase competitiveness among students or help them develop their writing skills, but they can easily take tests. Significant statistical differences were found in the variable of gender for the favor of males, and for those with less experience in the variable of experience, and for master and diploma degree holders in the variable of educational qualification.