Evaluation of the Relationship between Auditory Processing Skills and Academic Achievement in Adolescents

Year 2024, Volume: 50 Issue: 2, 223 - 229, 08.10.2024

Nuriye Yıldırım Gökay , Gurbet İpek Şahin Kamışlı

https://doi.org/10.32708/uutfd.1454679

Abstract

We encounter various listening conditions such as noisy, quiet, and multi-source sounds in daily life, especially in school environments. This study investigates whether the dichotic listening and speech-in-noise discrimination skills of adolescents aged 13-18 are associated with their academic performance. A total of 74 volunteers participated in the study and were divided into two groups based on whether they had complaints about understanding speech in noise. The volunteers' dichotic auditory processing skills were assessed with the "Dichotic Sentence Test," and their speech-in-noise discrimination skills were evaluated with the "Auditory Figure Ground Test." The current high-school grade point averages of adolescents and scores from the "Screening Instrument for Targeting Educational Risk" were used to assess academic achievement. SPSS v24 software was used for data analysis, and a type 1 error level of 0,05 was determined. As a result, adolescents with complaints about understanding speech in noise showed statistically significant differences in personal headphone usage durations, grade point averages, auditory processing test scores, and academic scale scores (p < 0,05). Moderate to strong correlations were obtained between academic achievement scale scores and auditory processing scores (p < 0,05 and, r = 0,631, r = 0,571, r = 0,566, r = 0,495). The presence of noise, prolonged loud personal headphone use, and weak auditory processing skills can negatively impact the academic success of adolescents. The current study will help to guide experts in this field and raise awareness about hearing health in adolescents.

Keywords

adolescents, auditory processing, noise, academic achievement

Adölesanlarda İşitsel İşleme Becerileri ile Akademik Başarı Arasındaki İlişkinin Değerlendirilmesi

Abstract

Günlük yaşamda özellikle okul ortamları olmak üzere gürültülü, sessiz, çok ses kaynaklı gibi farklı dinleme koşulları ile karşı karşıya kalmaktayız. Bu çalışma 13-18 yaşları arasındaki adölesanların; dikotik dinleme ve gürültüde konuşmayı ayırt etme becerilerinin, akademik performansları ile ilişkili olup olmadığını araştırmaktadır. Çalışmaya toplamda 74 gönüllü katılmış olup, gürültüde konuşmayı anlama şikâyetlerinin olup olmamasına göre iki gruba ayrılmışlardır. Gönüllülerin dikotik işitsel işlemleme becerileri “Dikotik Cümle Testi” ile, gürültüde konuşmayı ayırt etme becerileri ise “İşitsel Figür Zemin Testi” ile değerlendirilmiştir. Adölesanların güncel not ortalamaları ve “Akademik Başarıyı Etkileyen Riskleri Tarama Ölçeği” skorları, akademik başarılarını değerlendirmede kullanılmıştır. Bulguların analizinde SPPS v.24 programı kullanılmıştır ve tip 1 hata düzeyi 0,05 olarak saptanmıştır. Sonuçta gürültüde konuşmayı anlama şikâyeti olan bireylerle, olmayan bireyler arasında; kişisel kulaklık günlük kullanım süreleri, not ortalaması, işitsel işlemleme test skorları ve akademik başarı ölçeği skorlarında istatistiksel olarak anlamlı farklılıklar saptanmıştır (p < 0,05). Akademik başarı ölçeği skorları ile işitsel işlemleme skorları arasında orta ve güçlü düzeylerde anlamlı korelasyonlar (p < 0,05 ve r = 0,631, r = 0,571, r = 0,566, r = 0,495) elde edilmiştir. Gürültü varlığı, yüksek sesle uzun süre kişisel kulaklık kullanımı, zayıf işitsel işlemleme becerileri adölesanların akademik başarısını olumsuz etkileyebilmektedir. Mevcut çalışma bu konuda uzmanlara yol gösterici olmayı, adölesanlarda işitme sağlığı açısından farkındalık yaratmayı öngörmektedir.

Keywords

adölesanlar, işitsel işlemleme, gürültü, akademik başarı

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