School-Home Collaboration and Academic Achievement for Hearing Impairment Students: A Systematic Review and Meta-Analysis

Abstract

There has been a paucity of information on the relationship between school-home collaboration and hearing impairment as independent variables and academic achievement as the dependent variable. This study is therefore aimed at investigating the relationship between school-home collaboration and hearing impairment with academic achievement through a systematic review and meta-analysis. A total of 21 studies were selected using set criteria. Quantitative data was analyzed using MetaXL, an add-in to Microsoft Excel package.  Results showed that the relationship between school-home collaboration and academic achievement, the overall effect size was a correlation of 0.86 (95% CI of 0.64 - 0.95). Similarly, the relationship between hearing impairment and academic achievement, the overall effect size was a correlation of 0.74 (95% CI of 0.65 - 0.80). Overall, the relationship between school-home collaboration and academic achievement of learners with hearing impairment was statistically significant (p < 0.05) and school-home collaboration improved academic achievement. Findings also indicated that hearing impairment negatively affected academic achievement. As much as the effect sizes were large, publication bias was more pronounced in the studies on the relationship between school-home collaboration and academic achievement than in the studies on the relationship between hearing impairment and academic achievement.