Impact of Teachers' Multitasking on the Academic Performance of Students with Hearing Impairment

Abstract

The objectives of the study were to explore teachers' views on multitasking in schools. Another objective was to highlight the impact of teachers’ multitasking on students with hearing impairments' performance. This study was quantitative and descriptive. Data was collected from the teachers of students with hearing impairments using a simple random sample technique (N = 124). A Structured questionnaire was used as the study’s instrument. Validity of the instrument was examined through the two fields’ expert and reliability coefficients were 0.836. The study’s findings revealed that most respondents, 63.5%, responded that teachers’ multitasking impacts the academic performance of hearing-impaired students. This study recommends special education department provide direction on programs of regular activities to teachers from the field of hearing impairment to enhance the efficiency in the schools.