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Journal of Deaf Studies and Deaf Education 5:2 2000
© 2000 Oxford University Press

Empirical Articles

Approaches to Studying in Deaf and Hearing Students in Higher Education

John T. E. Richardson

Brunel University

Janet MacLeod-Gallinger, Barbara G. McKee and Gary L. Long

National Technical Institute for the Deaf Rochester Institute of Technology

We conducted a survey to compare the responses of 149 deaf students and 121 hearing students taking the same courses to a shortened and adapted version of the Approaches to Studying Inventory. In general, the impact of deafness on approaches to studying was relatively slight, and deaf students appeared to be at least as capable as hearing students of engaging with the underlying meaning of the materials to be learned. We used factor analysis to identify eight scales, and differences between the two groups were statistically significant on four of these scales. Discriminant analysis indicated that deaf students found it more difficult to relate ideas on different topics and that this was more marked in those who preferred to communicate using sign. However, deaf students were more likely than hearing students to adopt a critical approach and to analyze the internal structure of the topics studied.

We thank Noel Entwistle for permission to use the Approaches to Studying Inventory and to reproduce it here in its modified form; Paula Brown, Natasha Mott, Jane Mullins, and Gail Rothman-Marshall for their assistance in carrying out this investigation; and Marc Marschark, Patricia Spencer, and two anonymous reviewers for their comments.

Correspondence should be sent to John T. E. Richardson, Department of Human Sciences, Brunel University, Uxbridge, Middlesex UB8 3PH, United Kingdom (e-mail: John.Richardson{at}Brunel.ac.uk ).

Received December 15, 1998; revised June 30, 1999; accepted July 2, 1999


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