The silenced voice
A hermeneutic phenomenological exploration of the lived experience of senior high school students who stutter during instruction in Ghana
Bibliographic Data
| ID | 6030813 |
|---|---|
| Authors | Clarke Ebow Yalley (0000-0002-6462-1194, University of Education, corresponding author), Mohammed Adam (0000-0001-5287-0479, University of Education), Vida Amankwaah Kumah (0009-0003-6927-8094, University of Education), Samuel Poatob (University of Education) |
| Year | 2025 |
| Pages | 1-21 |
| Publication date | 2025-10-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | African Identities (JOURNAL) |
| Journal identifiers | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2025.2577187 |
| OpenAlex | W4415437387 |
| Language | EN |
| Citations received | 1 |
| References cited | 82 |
Studies have revealed the negative aspects of communication attitude, quality of life, social interaction and peer acceptance among adolescents who stammer. However, there is a paucity of studies establishing how stuttering students encounter problems such as lack of self-confidence, lack of active participation during instruction leading to the development of introverted personalities which affect their holistic development, instruction participation, and learning. To empirical ground this study, the phenomenological research design was adapted to understand the social, emotional and academic lived experiences of stuttering students during instruction. Purposive was used to select the participants from the SHSs within the Effutu Municipality. The findings on the socially lived experiences of stuttering students revealed that they had experienced isolation or withdrawal from any interaction from their peers and teachers, mimicking words or name-calling and teasing. It was discovered that participants felt embarrassed, developed low self-esteem, and were quick to anger and depression. Participants lack engaging in assessment as learning, difficulties in reciting concepts, and inability to engage in peer learning leading to their inability to actively participate during interactive instruction. These experiences make stutter face an implicit adversity, lack of social acceptance and belongingness leading to the development of low-self-esteem and emotional trauma
Hermeneutics · Interpretative phenomenological analysis · Lived experience · Phenomenological method · Qualitative research · Language Development and Disorders · Reading and Literacy Development · Stuttering Research and Treatment
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |