SAMARA UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF SOCIOLOGY

SOCIO CULTURAL FACTORS AFFECTING EDUCATIONAL

ACHIEVEMENT OF HEARING IMPAIRED STUDENTS: THE CASE OF
NION PRIMARY SCHOOL

RESEARCH SUBMITTED TO THE DEPARTMENT OF SOCIOLOGY SAMARA

UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE B.A
DEGREE IN SOCIOLOGY

By: shame Umer

Advisor: Mr. Eadirs m. (ma.)

JUNE, 2024

SAMARA, ETHIOPIA

i|Page
Abstract
Harm full traditional practices is one of the most pervasive human right, violation, social and
health problem. Harm full traditional practices is one of the most pervasive human right,
violation, social and health problem. The study was conducted on assessing the impact of harm
full traditional practices on wumen in Farta woreda in case of Abaregay kebele. The study
design of research was used cross sectional and this study were used both primary and
secondary source of data collection. The study was based on the impact of harmfull traditional
practices on women .In order to meet this objective qualitative and quantitative research were
used The respondents in study was selected by purposive sampling technique for
questioner ,interview and as secondary source of data review of literature used to get more
Information from published books. The researchers was proseed to analysis and interprets the
results by using SPSS computer program.Descriptive statistics like mean , mode and median was
formulated by SPSS computer program for quantitative data. In this study economic and social
impacts foud to be main impacts of harmfull traditional practices. In other way, by identifying
different themes form the interview the qualitative data was narrated.The experience of harmfull
traditional practices has great risk of physical, social, mental, economical and health problem
on community all over the world.giving education improviment program, awareness creation
program for society, improvement in organizational practices are the mechanisms.

Table of Contents
List of figure...............................................................................................................................iii
CHAPTER ONE..............................................................................................................................1
INTRODUCTION...........................................................................................................................1
1.1. Back ground of the study......................................................................................................1
1.2. Statement of the problem......................................................................................................2
1.3 Objectives of the study...........................................................................................................3
1.3.1 General objective............................................................................................................3
1.3.2 Specific objectives..........................................................................................................3
1.4 Research questions.................................................................................................................4
1.5. Significance of the study.......................................................................................................4
1.6. Scope of the study.............................................................................................................4
1.7. Organization of the paper..................................................................................................4
1.8. Conceptual framework..........................................................................................................5
CHAPTER TWO.............................................................................................................................6
REVIEW OF LITRATURE.............................................................................................................6
2.1. Harm full traditional Practice................................................................................................6

ii | P a g e
 2.2. Harm full traditional practice in Global perpective..............................................................6
2.3. Harm full traditional practice in Ethiopia.............................................................................7
2.4. Types of harm full traditional practices................................................................................8
2.4.1. Female genital mutilation..............................................................................................8
2.4.2. Forced and early marriage.............................................................................................9
2.5. Social economic impact of harm full traditional practices.................................................10
2.5.1. Social impact of harm full traditional practices..........................................................10
2.5.2. Economic impact of harm full traditional practices.....................................................11
CHAPTER THREE.......................................................................................................................12
RESEARCH METHODOLOGY...................................................................................................12
3.1. Description of the study area..............................................................................................12
3.2. Research Design and approach.......................................................................................12
3.2.1. Research Design.........................................................................................................12
3.2.2. Research Approach.................................................................................................12
3.3. Source of Data.................................................................................................................12
3.4. Methods of data collection..................................................................................................13
3.5. Study population.................................................................................................................13
3.6. Sampling technique.........................................................................................................13
3.6.1. Sample size..................................................................................................................13
3.7. Data collection instrument..................................................................................................14
3.7.1 Questionnaire................................................................................................................14
3.7.2 In depth interview....................................................................................................14
3.7.2. Key informant interview..............................................................................................14
3.8. Data analysis...................................................................................................................15
3.8.1. Analysis of data collected through survey questionnaire Qualitative data analysis 15
CHAPTER FOUR..........................................................................................................................16
TIME AND BUDGET SCHEDULE.............................................................................................16
4.1 Time schedule......................................................................................................................16
4.2 Cost and budget schedule.....................................................................................................18
REFERENCES..............................................................................................................................19

List of figure
Figure 1. 1: conceptual of Framework.............................................................................................5

iii | P a g e
List of Table
Table 4. 1: Time Schedule...........................................................................................................16
Table 4. 2: Cost budget schedule................................................................................................18

Acronym

ATEM Association for Tertiary Education Management

EDHS Ethiopian Demographic Health Survey

FMG/C Female Genital Mutilation/Cutting

ICR International Center for Research

IHEU International Humanist and Ethical Union

NCTPE National Committee on Traditional Practices in Ethiopia

UC Uvula Cutting

UN United Nation

UNICEF United Nation International Children Education Fund

WHO World Health Organizatio

iv | P a g e
 CHAPTER ONE
INTRODUCTION
1.1. Back ground of the study
According to the definition of world health organization (WHO,1978) , adopted that Regarding
the global estimation, every social grouping has its own cultural practices and harm full
traditional practices is a serious and unnecessary practices which works to prevention and
elimination of physical, mental or social imbalance and relying exclusively on practical
experience and observation handed down from generation to generation whether verbally or in
writing (WHO, 2005).

The list of harm full traditional practices in the world wide is long, ranging from lesser known
practices such as, uvula cutting, milk teeth extraction, forced feeding and nutritional taboos, to
the more commonly known practices is female genital mutilation. All social groups over the
world have specific practice beliefs which often have strong cultural under pinning’s. This can
be positive, but they can also be negative (WHO, 1978).

In Africa harm full traditional practices based on tradition, culture, religion or superstation are
often perpetrated against very young children or infants, who are celarly lacking the capacity to
consent or to refuse consent themselves. Apart from language, each ethnic group strives to
maintain as an indicator of origin and identity, there are a certain cultural practices that are
unique to a certain groups. Some of the practices impact negatively on the employment of
human right in general and the right of women children in particular. The convention on the
right of child prohibits traditional practices harm full to the health of the children (Mesifn,
2013).

Ethiopia with over 80 ethnic groups whose cultures are unique and varied as their composition
has many beneficial traditional practices such as peaceful settling of quarrels, breast feeding,
peaceful coexistence and solidarity social integrity etc that could be model for external world.
However, on the other hand, there are harm full traditional practices that affect the health
andsocial well-being of women and children in the country association for tertiary education
management (ATEM, 2011).

1|Page
Harm full traditional practices in Ethiopia include female genital mutilation, milk teeth
extraction, food taboo, uvula cutting and feeding fresh butter to babies. The Ethiopian
demographic health survey (EDHS,2005) showed that the prevalence of uvula ectomy
tonsillectomy increase with women age rising from 37 %( age15-19) to 49% (age 45-49),
indicating an increasing trend in the practices (EDHS, 2005).

According to (ICR,2007) in terms of prevalence with 90% in Oromia women with no education.
However, harm full traditional practices are not only health issue in Oromia region, but also it is
the issue of developmental, economical, social and human rights in the study area. Therefore,
the researcher will be try to investigate on the socio economic impacts of harm full traditional
practices in the study area .Hence this study will be aim at examine the socio economic impacts
of harm full traditional practices in Habro woreda particularly in Wacu Badadha Kebele.

1.2. Statement of the problem

A number of national and international organization and researcher studied on the issue of harm
full traditional practices and its factors from different dimensions (Rachel, 2013).

Harm full traditional practices is a major social problem in the social life and found in all
societies. According to various research harm full traditional practices have psycho-social
problem. Hence, this psycho-social problem has largely influence the social, psychological and
health status of the society (Jeffery, 2005).

The victim of harm full traditional practices is women, children, adults and societies as a whole.
As a major social problem, accurate and comparable data on harm full traditional practices are
needed to strengthen advocacy effort to help policy maker to understand the problem and guide
the design prevent intervention (WHO, 2005).

In Ethiopia the problem of harm full traditional practices experience in all societies serve and
studies have shown the prevalence of physical, sexual, economical, and psychological assault
occur at alarming rate. (WHO,2005), states that Ethiopia is one of the sub Saharan country with
the highest prevalence of harm full traditional practices which is occur in all communities and
have also a negative consequences on development of once country(WHO,2005)

2|Page
Due to the harm full traditional practices, Ethiopia becomes one of those countries with highest
prevalence of harm full traditional practices in the world (WHO, 2014). In terms of occurrence,
the national committee on traditional practices in Ethiopia further documented that although
harm full traditional practices is widely practices in many part of Ethiopia, the rate in
Oromia(82%)and Tigray(79%) are much higher than the national average(64%) and in
Benishangulgumuz,(64%),in Gambella(46%)(NCTPE,2003).

In addition to this, like most sub Saharan African countries Ethiopia is one of the place where
harm full traditional practices is highly practiced in all societies and some studies done the issue
of harm full traditional practices. In previous study done by (Atsede, 2013), her studies would
try to assess on the prevalence and economic factors related with harm full traditional practices
among female genital multination in Axum town North Ethiopia.

In the previous study done by (Barium, 2016) in Adigrat University focused on the perception of
the community towards (FGM). This research contributes to identify social impacts of harm full
tradition practices and then it had to find out the proper solution in this area, And also
researchers fill this research gap by studying the sever effects of harm full traditions practices
related problems and point out a solution on the problems. The researcher selects this study area
of Wacu Badadha kebele for researcher due to different reasons or challenges. Such problems
were shortage of time, lack of recourses and other problems.

1.3 Objectives of the study

1.3.1 General objective
The general objective of the study is to investigate the impacts of harm full traditional practices
on women in case of Wacu Badadha kebele.

1.3.2 Specific objectives

The study also has the following specific objective:

• To understand the impact of harm full traditional practice.

• To identify the social impacts of harm full traditional practice on women.
• To examine the economic impacts of harmful traditional practice on women.

3|Page
1.4 Research questions
• What are the impact of harm full traditional practices?
• What are the social impacts of harm full traditional practices?
• What are the economic impacts of harm full traditional practices?

1.5. Significance of the study

The study will helps, we to understand how harm full traditional practices are treated the
society and it serves as a stepping or bridge for other researcher, what wants to conduct study
on harm full traditional practice and related issues.

1.6. Scope of the study

This study have its own scope in terms of geographical and thematic area. This study was
conducted in Habro Woreda in case of Wacu Badadha kebele. Wacu Badadha were founded in
Oromia region, West Hararghe zone, in Habro Woreda. The study was focus on to investigate
the impact of harm full traditional practices on women.

1.7. Organization of the paper

This paper is composed of three chapters, the first chapter deals with introduction and
background of the stud as well as objective of the research. In chapter two also explain about
review literature related to the research. Chapter three, the methodology of the study employed
and reflect description of the study area also method of data analysis.

4|Page
1.8. Conceptual framework

Figure 1. 1: conceptual of Framework

5|Page
 CHAPTER TWO

REVIEW OF LITRATURE

2.1. Harm full traditional Practice

Drafters should ensure that the prohibited harm full traditional practice as well as the categories
of people who may be liable or responsible under the law is clearly defined in the law (Halima,
1989)

Harm full traditional practice that influences the society in the global perspective. There is an
encouraging and a growing international awareness that harm full traditional practice act as root
cause for discrimination and violence against girls. Several studies both scientific and social
attest the fact that values based discrimination is systematic an universal (Halima, 1989).

Some measures taken by governments, institutions and NGOs to deal with few of the
traditionally condoned forms of most brutal form of violence and discrimination against girls are
also contained. According to the human right fact sheet No 23 on harm full traditional practice
affecting the health of women and children (WHO, 1997).

Ethiopia is a country of famous and long-standing history. It is also a country with many useful
and promotional traditions. These major beneficial traditional practice, include breast feeding
which is common specially in the rural area of the country post natal care, social gathering such
as Idir, equbetc, caring for the aged, the disabled and others with in the family circle. On the
other hand, Ethiopia is a country where harm full traditional practice continue to devastate,
especially, the health and social condition of mother and children, such as female genital
mutilation, early marriage, marriage by abduction etc (Dawit, 2013).

2.2. Harm full traditional practice in Global perpective

According to United Nations state, that harm full traditional practice is a Global phenomenon
that affects women, children, adults and societies as well as whole due to social, economical,
cultural and psychological aspect (UN, 1994)

6|Page
Harm full traditional practice exist in many different forms, but they share origins in the
historically unequal social and economic relationship between men and women. Female genital
mutilation, early marriage, child bearing and gender bias have received global attention due to
sever their, negative impact on the health and well-being of females. Efforts to alter or eradicate
these practice are often met with suspicion or hostility from those communities practicing them
particularly when originates from outside of the communities. For many members of these
societies ending their traditions is unimaginable, as such practice constitutes an integral part of
the socio cultural fabric. This document examines three harm full traditional practices that have
received global scrutiny. However, many other practice, such as nutritional taboos and birth
practices also have debilitating effects on the health and well-being of females (UNICPD,
1994).

2.3. Harm full traditional practice in Ethiopia

Harm full traditional practice that affect a certain specific population groups such as women and
children are very rampant in Ethiopia. It said that there are around 140 harm full traditional
practice-affecting mothers and children occurring in almost all ethnic groups of the country.
Even though the prevalence and the degree may vary these practice, which have numerous long
term devastating effect are also performed on all continent of the world (Dawit,2013).

However, in developing countries like Ethiopia where traditional practices are performed in
more than 80% of the population, some countries in the middle East as well as immigrants to
Europe and USA have abandoned these practices. This was the result of the work contributed by
religious leaders, government bodies and the victim people themselves (Dawit, 2013).

The problem in Ethiopia is not only that these traditional continue to be practiced, but the people
who participate in all the practice do not know about the effect of the acts. Because these harm
full traditional practice are very resistant to change. Therefore, appropriate strategies must be
designed and implemented by all community members to prevent the occurrence of these
practices (EDHS, 2005).

Harm full traditional practices exist in many different forms, but they share origins in the
historically unequal social and economic relationships between men and women. It affects
young people in Ethiopia are very common, among these female genital mutilation (FGM),

7|Page
early marriage and marriage by abduction, and forced marriage are also common in the study
area.

2.4. Types of harm full traditional practices

2.4.1. Female genital mutilation
Female genital mutilation (FGM) also known as female genital cutting and female genital
circumcision is the ritual removal of some or all of the external female genitalia. The practice is
found in Africa, Asia and the Middle East with in communities from countries in which FGM is
common. UNICEF estimated in 2016 that 200 million women in 30 countries 27 African
countries, Indonesia, Iraq, and Yemen had under groan the procedure (UNICEF, 2016).

In half the countries for which national figures are available, most girls are cut before the age of
live. Procedure is differing according to the country or ethnic group. They include removal of
the clitoral hood and clitoral glens, removal of the inner labia and and outer labia and closer of
the vulva. In this last procedure known as in figuration. A small holeis left for the passage of
urine and menstrual fluid (UNICEF, 2016).

The WHO,UNICEF, and UNFPA issued a joint statement in 1997 defining female genital
mutilation as all procedure inving partial or total removal of the external female gentile or other
injury to the female genital organs weather for cultural reasons p,75).
The woman is open further for child birth and closed after wards a process known as
defibulation or deinfibulation. Female genital mutilation harms women physical and emotional
health throughout their lives. It has no known health benefits and may place women at higher
risk of problems during pregnancy and childbirth which are more common with the more
extensive female genital mutilation procedure (WHO, UNICEF, UNFPA, 1997).

Female genital mutilation is found mostly in Africa especially in east to west from Somalia to
Senegal, and north to south from Egypt to Tanzania. Nationally representative figure are
available for 27 in Africa and the highest concentrations among the 15-49 age group are in
Somalia 98%, Geneva 97%, Djibouti93%, Egypt92% .Survey has found female genital
mutilation to be more common in rural areas. Less common in most countries among girls from
the wealthiest home (UNFPA).

8|Page
The practices are sometimes an ethic matter, but may differ from long national lines. In the
northeast regions of Ethiopia and Kenya which share broader with Somalia people, the Somalia
people practices FGM at around the same rate as they do in Somalia (WHO, 1997).

Common reasons for female genital mutilation cited by women in surveys are social acceptance,
religious hygiene preservation of virginity, marriage ability and enhancement of male sexual
pressure. Female genital mutilation origins in north eastern Africa are pre Islamic, but the
practices became associated with Islam because of that religions focus on female chastity and
seclusion. There is no maintaining of it in the Quran. There is no also maintaining FGM in the
Bible. Christian missionaries in Africa where among the first to object female genital mutilation
but Christian communities in Africa do practices including Ethiopia (UNICEF, 2013).

2.4.2. Forced and early marriage

Forced and child marriage entrap women and young girls in relationship that deprive them of
their basic human rights. Forced marriage constitutes a human rights violation in and of itself.
Forced marriage differs from arranged marriage. In forced marriage, one or both of the partners
cannot give free or valid consent to the marriage. Forced marriage involves varying degree of
force, coercion or deception, ranging from emotional pressures by family or community
member s to abduction and imprisonment (UN, 1962).

Emotional pressure from a victim’s family includes repeatedly telling the victims that the
families’ social standing and reputation are at stake as well as isolating the victims of respeak to
her. In more severe cases, the victim can be subject to physical or sexual abuse including rape
(UN, 1967).Forced and child marriage mainly affects young women and girls, although there
are cases of young men and boys being force to marry especially if there are concerns about his
sexual orientation. Reliable statistics on forced marriage are difficult to compile due to the
unofficial and, therefore, undocumented nature of most forced marriage (WHO, 1990).

In 2003, international center for Research of women estimated that more than51 million girls
under 18 years were married and they expected the pique to rise to over 100 million within the
next ten years, similarly in 2006, experts estimated that thirty eight percent of young women
aged20 to24 in the fifty least developed countries were marriage before the age of18 (ICR,
2003).

9|Page
No major world religion sanctions force marriage, it is purely a cultural practices .However, no
culture exclusively practices forced marriage. Victims are forced in to marriage for many
different reasons. To families living in poverty or economic instability, a daughter may be seen
as an economic burden who must be marriage as soon as possible to take financial strain off the
family. Marriage can also be used to settle a debt or to strengthen family caste status through
social alliances. Fear about sexual activity before marriage or fear of rumors about such activity
ruining daughter’s opportunity to marry well, also fuel early and forced marriage (ICR, 2003).

Forced and child marriages have several psychological, emotional, medical, financial, and legal
consequences. Victims tend to be isolated from their peers and friends. They rarely have access
to social services that could assist them. Early marriage often interrupts a victim’s education.
This deprives them of their right to education as well as limits any possibility of economic
independence from their spouse, making it more difficult to escape from unwanted marriage.

Forced and child marriage are more likely to become violent because the relationship is based
on the power of one spouse over the other. In addition, complication during childbirth is much
more common among young mother (UNICEF, 2007).

Forced and child marriage are widespread yet many local efforts to prevent these marriage have
been successful. Crises lines, women shelter, schools, group or clubs for girls and even
monetary incentives have all proved effective in postponing marriage for girls and helping to
stop forced marriage. Such programs have educated women and emboldened girls to take action
on their own behalf (UNICEF, 2005).

2.5. Social economic impact of harm full traditional practices

2.5.1. Social impact of harm full traditional practices
The social impacts of harm full traditional practices are practiced in over the world communities
and societies in order to accept the culture, norm, value and belief. For example, marry the
daughter is demand property in case of inheritance and family honors are the major reasons for
early marriage (Brihanu, 2008).

In addition to this the social factor of harm full traditional practices is demand to strength
parental relation, to avoiding gossip of premarital affairs in their community, to keep their
tradition and to keep ones good name and social esteem(mostly of fathers), social pressure from

10 | P a g e
neighborhood, relative and grandparents. Family honor is also one of the major social factors of
harm full traditional practices in most traditional societies (UNICEF2011).
2.5.2. Economic impact of harm full traditional practices
Regarding the impact of harm full traditional practices on the economic and demographic
structure the study have been conducted in developing countries, especially, show in the poor
families. For example, reduce the number of children they need to feed, clothe and educate are
the major reason for the arrangement of unwanted ( WHO, 2014). The other factor is that
accepted traditional norm, because of economic reason and is fundamentally linked to the
demand to create better and sustainable economic alliance with others. For instance in
particularly, in early marriage the reason is desire to get excessive dowry given to the girls
family, where by a person with enough property(wealth) can marry at any he wishes and her
families sell her like commodities as far as the husband pays the required
amount(Dessalegn,1999).

11 | P a g e
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1. Description of the study area

The study was conducted in Wacu Badadha kebele ,which is founded in Habro woreda and West
Hararghe Zone in Oromia regional state. It Fars 450km from Adis Ababa, 65km from Ciro
Town. It bordered Darolebu in South, kuni in North and Guba Koricha in west and Boke in
East. The kebele is absolutely laid at 8°40'0''N and 40°20'0''E. Afan Oromo was spoken as a first
language by 99.95%. The majority of habitants are Muslim followers. The total number of
population in Wacu Badadha Kebele is 9060. Among this the number of women is 4711.

3.2. Research Design and approach

3.2.1. Research Design
The study used cross sectional research design. The intention of using cross sectional study
design is to save time, energy, and resource, moreover, cross sectional design is allowed the
researchers to collect data one time. On the bases of this the researchers were collect data and
analyze it on the impacts of harmful traditional practices on women in the case of Wacu
Badadha Kebele once in a time. In the other hand, longitudinal design is money consuming and
it took long period of time as compared to cross sectional.

3.2.2. Research Approach

In this study, the researcher was used mixed research approach. Both quantitative and
qualitative methods are employed, the reason behind to the selection of this method is are
searcher aiming at getting both statistical and thematic or statement data towards the existing
problem. Due to this, the researchers was in position of accumulating more data as intended to
solve the problem.

3.3. Source of Data

In order to have complete information about the study, the researchers were used both primary
and secondary source of data. The primary data was collected through interview and

12 | P a g e
questionnaires. The other end, secondary data were get in records, literature and other secondary
sources.

3.4. Methods of data collection

To obtain relevant and necessary information about the study, the researchers were used
interview and survey as a method of collecting data for both qualitative and quantitative method
respectively. The reason to use both qualitative and quantitative data collection is to deal
descriptive statistical data. And to increase validity of the data

3.5. Study population

The target population of study was the total number of women (4711) who founded in Wacu
Badadha Kebele. The sample of the study were selected out of those population.

3.6. Sampling technique

Since, the study had to employing a mixed research approach, the researchers designed to used
purposive techniques out of non-qualitative sampling design to collect qualitative data. In other
hand , out of probability sampling design a simple random sampling technique was used to
conducted survey study for the intention of collecting quantitative data .Overall in the study
both purposive and simple random sampling techniques were used in line with the objective of
the study.

3.6.1. Sample size

To collect qualitative three a special knowledge about the issue ,health officer and religious
elder s were selected purposely and interviewed independently. women affairs office and others
have been participated in the research for the interview.

To select female participants for the survey, the study decided the number of respondents by
using a formula. The researchers were conduct the study by using 98 sample size. This size
obtained from these total populations 4711 we would be taken 98 total respondents as sample
size .It takes 10% errors for large total population and the following formula would be used to
calculate total sample size (Yemana, 1997).

13 | P a g e
n = sample size

N = total population N= 4711

e = error e= 0.1
n = N/1+N(e)2

n = 4711/1+4711(0.1)2
n=98
.

3.7. Data collection instrument

In This study it was collected quantitative data by using instrument questionnaire
guide, and was collected qualitative data by using tool of interview guide.

Likewise, both open and close ended questionnaires were used to collected quantitative
data.

3.7.1 Questionnaire
The questionnaire was developed by the researcher and comprised both open-ended and close –
ended items. The questionnaires were design in order to collect information about the issue.
That is developing a fell for research finding and their questionnaires help for the respondents
express freely what they feel.

3.7.2 In depth interview

The interview as tool of data collection involves presentation of oral-verbal stimuli and reply
interims of oral-verbal response. From interview that is use personal interview, in order to get
detail and reliable information the researcher selecte personal interview and contact face to face
with the respondent.

3.7.2. Key informant interview

Key informant interviewing is an integral part of filed research is knowledgeable informant with
whom researcher can talk to easily, who understand and to give the needed information are
interviewed (yaraswark, 2010) .For the purpose of this study, key informants is used in
identifying them of the place with concentration socio economic impacts of harm full traditional

14 | P a g e
practices. The researcher key information from key informants such as one from social health
profition and one from religious leaders through interview. There is high similarity of
information from all sides, so the researcher obligated to analyze the data from all key
informants to set her to avoid repetition.

3.8. Data analysis

3.8.1. Analysis of data collected through survey questionnaire Qualitative data analysis
The researcher was used both quantitative and qualitative data analysis. Quantitative data was
analyzed using descriptive statistic and present through table, percentage and frequency.
Qualitative data collection through personal interview and analyzed through textual or thematic
analysis.

15 | P a g e
 CHAPTER FOUR
TIME AND BUDGET SCHEDULE
4.1 Time schedule
The research will take five months to complete. It will be conducted of the including preparation
of studying proposal, writing literature review, questioners design collect data, data analysis and
interpretation rule and preparation of final reports of the resulting the following table forms.

Table 4. 1: Time Schedule

No. Activity time February March April May June

1 Specifying the
area of the study

Title Selection

2 Litrature,preparin √
g the preposal

3 Data collection

Data Editing

Data Analysis

4 Conclusion and √
Recomondation of
finding

5 Reporting the √
Research and
Submitted

16 | P a g e
17 | P a g e
4.2 Cost and budget schedule
Throughout the investigation each activities as and shop will be under take according to their
relevance for the successfulness of the study. Each activity under associated with current and
market condition of our country, it describes by the as follows:

Table 4. 2: Cost budget schedule

No. Material requirement No. of unit requirement Unit cost Total cost

1 Paper 1 pack 600 600

2 Pen 10 30 300

3 Marker 5 50 250

4 Flash memory(32GB) 1 600 600

5 Telephone calls 4 month 200 1,200

6 Transports 12 day 200 2,400

7 Typing and printing 50(page) 10 500

8 Bending cost 4 50 200

9 Storage device 2 50 100

10 Internet - 1000 1,000

miscellaneous expense _ 2000 2,000

Total cost - - 9,100

18 | P a g e
 REFERENCES
Barnes, C. (1991). Disabled people in Britain and discrimination: A case for anti-discrimination
legislation. London: Whirr publications.

Bench, R. J. (1992), Communication skills in hearing impaired children. London: Whirr

Publications.

Berk, L. E. (2000), Child Development (5thed): Boston: Allyn and Bacon.

Borg, W. R and Gall, M. D. (1989), Education research: An introduction, 5 th Ed, New York:
Longman.

Borg, W. R, and Gall (1983), Education research, 4th Edition: New York: Longman.

Coleman, M. (1998). Equality of educational opportunity: Washington, D.C: United States

Office.

Creswell, J.W. (2002). Research design; Qualitative, quantitative and mixed method approach
(2nd Edition.): California: Sage publishers.

Dagne Belachew (2001).vocational education and skills training needs of hearing impaired
students

Edward, R. A. R. (2006). Teaching the deaf history: California: Duke University press.

Esther E. (2003). What is the difference between impairment and inability?

Frank, J. L. (2008). Why do students with hearing impairment resist wearing Frequency
modulation: Unpublished master’s thesis? Eastern Michigan University

Frew, A. W. (2002). Signing and deaf culture: American Annals of the Deaf; 11, 24-28.

Gearheart, B. R., Weishahn, M.W., and Gearheart, C. J. (1980).The Exceptional student in

regular classroom (5thed): New York: Merrill an in print of publishing company.

19 | P a g e
Gregory, S. (1976). The deaf child and his family: London: George Allen and Unwin.

Gregory, S. (1996). Bilingualism and the education of deaf children; Paper presented at the
Bilingualism and the Education of Deaf Children: Advances in Practice Conference,
Leeds.

Gregory, S. P, Wendy, P. M and Watson (1998), Issues in Deaf Education: London: David
Fulton Publishers.

Hagos (2006), Academic barriers of the hearing impaired students, American Speech-Language
Hearing Association ASHA, (2011); type, degree and configuration of hearing loss

Hallan, D. P. A. Kauffman, J. M. (1999). Exceptional Children Introduction to Special

Education, Fifth Edition, New Jersey: Prentice Hall.

Joutseainen, M. (1993). Deaf people in developing world: In MittleerPetter (eds); special Needs
Education. World year book of Education, 1993; 77

Kothari, C. R. (2003). Research Methodology: Methods and Techniques, Wish waPrakash New
age International: New Dellu Limited publishers.

Lane, R. D. Schwartz, R. S. (1987). Levels of emotional awareness: A cognitive developmental

theory and its application to psychology. New York: America Psychological Association.

Mac Donald, H. (2004), Hearing acuity-against back ground noise: Unpublished Master’s thesis.
Manchester.

Margret A. (2006). Confronting difference: an excursion through the history of special education

Meadow, P. K. (1980). Deafness and child development: Berkeley California Press.

20 | P a g e