The effect of selected demographic variables on the completion of postsecondary education goals by students who are deaf or hard-of-hearing

The purpose of this study was to identify demographic variables associated with completion of postsecondary education programs by students who are deaf or hard-of hearing.This study involved five null hypotheses. Each one tested for the statistical difference between the completion of educational goals. The data analysis tested for significant differences between the completion of educational goals and the following five factors: (1) the reading level of the students, (2) the type of high schools attended prior to college, (3) the reason for choosing a particular postsecondary institution, (4) the use of support services, and (5) the enrollment in developmental courses.Data were gathered from records in the Postsecondary Education Consortium (PEC)Central Office at The University of Tennessee Center on Deafness. The PEC developed theStudent Profile Instrument (SPI) which was distributed to PEC affiliate programs. The Instrument was completed for each student who was deaf or hard-of-hearing entering the chosen postsecondary institution. Data was collected on the students each semester and at the exit of their course of study.The utilization of this instrument provided a large sample size. However, in order to eliminate duplication of cases the sample was collapsed to 469. The data were analyzed for statistical significance between demographic variables collected by the instrument and the completion of educational goals.The findings of the study showed no significant difference found between the reading level and the completion of educational goals. Also, no significant difference was found between the type of high school attended prior to college and the completion of educational goals. A significant difference was found between the reason for choosing a particular postsecondary education institution and the completion of educational goals. A significant difference was found between the use of support services and the completion of educational goals. Also, a significant difference was found between students who were enrolled in the number of developmental courses taken and the completion of educational goals as well as significance found between the number of developmental courses passed and the completion or non-completion of educational goals.