Abstract: Emotional intelligence became one of the most important determinant to measure greatness of ones life childhood. For that, one study has been carried out to investigate the emotional intelligence of hearing problem children in school. Low emotional intelligence involves four constructs escort namely, motivation, handling emotions and social skills. This study aims to look at differences in emotional intelligence of children with hearing problems on demographic factors, relationship between level of emotional intelligence with academic achievement and the level of behavioral problems of children with hearing problems. This study involves surveys and questionnaires as an instruments. Questionnaires are emotional intelligence evaluation, academic achievement and behavioral problems in school that was administered by teachers to assess children with hearing problems (n = 148) in primary schools in Johor. The findings were analyzed using descriptive statistics and inferential statistics. The study showed that the level of emotional intelligence of children with hearing problems are at a moderate level (mean = 3.32). The study also showed that 35% of children with hearing problems have a high level of emotional intelligence, 56% moderate and 9% low. Other than that there was no significant difference in emotional intelligence based on gender and type of school placement. Instead, there is a significant difference in emotional intelligence based on factors of the school year. The study also showed significant relationship between level of emotional intelligence with the level of academic achievement and level of behavioral problems in school. Overall, these findings can provide the instructions to the special education teachers to improve the quality of teaching and learning process and to enhance disclosure of emotional intelligence to children with hearing problems in primary school.
Mohd. Hanafi Mohd Yasin, Safani Bari and Rosman Salubin, 2012. Emotional Intelligence among Deaf and Hard of Hearing Children. The Social Sciences, 7: 679-682.