The Interplay of Classroom Seating Preferences and Self-Perceived Auditory Skills in the University Students

Purpose: Self-perceived listening difficulties complement audiometric findings by providing valuable insight into students’ academic fatigue and engagement, underscoring the importance of subjective listening experiences in developing effective classroom support strategies. This study addresses a notable research gap by examining whether students who have hearing loss, do they perceive greater auditory challenges in real-life and whether they demonstrate distinct seating choices or potential compensatory behaviors in the classroom.Methods: Using a cross-sectional survey design, we assessed self-perceived auditory abilities through the Speech, Spatial, and Qualities of Hearing Scale (SSQ-12) and seating preferences among university students.Results: The findings reveal meaningful insights about their perceived listening abilities and classroom seating tendencies. Our research highlights that the self-perceived auditory abilities of students with hearing loss, as measured by the SSQ-12 as well as their preference for visually accessible seating positions in classrooms are significantly different from those with normal hearing. Findings indicate that poor auditory access without visual compensation may result in missed information, reduced comprehension, and learning gaps.Conclusion: These underscore the importance of recognizing self-perceived auditory experiences as a factor in optimizing classroom design and developing individualized academic accommodations that better support student engagement and well-being. Importantly, the SSQ-12 can serve as a valuable tool alongside audiometric testing to identify students who may require classroom accommodations. Integrating SSQ-12 outcomes into academic support processes enables institutions to recognize and assist a broader range of students with subtle listening challenges.