Examining metacognition in hearing and deaf/hard of hearing students: a comparative study.

The metacognitive performance of 87 hearing and 20 deaf/hard of hearing students was examined. The hearing students consisted of 42 males (mean age 15.6 years) and 45 females (mean age 15.4 years). The deaf/hard of hearing students consisted of 13 males (mean age 16.9 years) and 7 females (mean age 15.9 years). Metacognition was conceptualized in terms of choosing the best response to problematic situations drawing upon problem-solving and logical reasoning skills. In the test, pictures represented various daily life interactions. There was no significant difference between hearing and deaf/hard of hearing students in metacognitive performance, nor was there a gender-based significant difference among the deaf/hard of hearing students. However, hearing female students scored significantly higher on the metacognitive test than hearing male students. Further analysis of the study findings possibly would show students' overall performance on the metacognitive test to be independent of grade point average. Analysis did show, however, a significant negative correlation between test performance and grades in Arabic among deaf/hard of hearing students.

Cognitive behaviour modification: a technique for teaching subtraction skills to hearing and deaf/hard-of-hearing elementary students.

The purpose of this study was to examine the influence of using the Cognitive Behaviour Modification (CBM) technique on the subtraction skills of third grade hearing and deaf/hard-of-hearing students. The results indicated that the CBM deaf/hard-of-hearing students and the CBM and non-CBM hearing students made more progress in solving the subtraction problems than the non-CBM deaf/hard-of-hearing students. The results also showed that there were no significant differences between the CBM deaf/hard-of-hearing and the non-CBM hearing students; and there were no significant differences between the CBM and non-CBM hearing students. The results revealed that the CBM hearing students achieved significantly higher post-test scores than the CBM deaf/hard-of-hearing students. However, the CBM deaf/hard-of-hearing students obtained a significantly higher gain score compared to the CBM and non-CBM hearing students. Implications for teachers and suggestions for future research are discussed in this paper.

Delinquency and social changes in United Arab Emirates: a comparison study between delinquent males and females on the family functioning questionnaire.

The purpose of this study was to specify descriptive elements of juvenile delinquents in United Arab Emirates (UAE); a comparison between male and female young offenders was also conducted using the Family Functioning Questionnaire (FFQ). The results revealed that some of the characteristics of young offenders were: school dropouts, had parents with no or some elementary education, lived in the city, and came from low income families. The statistical analysis revealed that there were significant differences between males and females on the FFQ subscales. That is, there was a differential treatment of male and female delinquents in the UAE society. Suggestions, implications and limitations for the potential use of the results reported in this study are also discussed.