Scholarly Publication

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    Placement Alternatives for the Educable Mentally Retarded: Inclusion or Segregation
    (Nac Computer Services Ltd. Nsukka, 2002-06-04) Dada, O.C.
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    Pre-Service Regular Perception on Components of Special Education
    (International Business Management, 2007-07-01) Dada, O.C.
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    What is Special in the Special Needs Education?
    (Peackock Investment Limited, 2015-01-01) Dada, O.C.
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    Academic Anxiety as Correlate of Academic Achievement of Students in Kwara State University, Malete, Nigeria
    (Journal of Special Education, 2015-07-01) Dada, O.C, Adesokan A and Hamzat R.A.A
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    THE LOGICAL RELATIONSHIP BETWEEN DETERMINISM AND SCIENCE AND ITS BEARING ON EDUCATION.
    (EKSU Journal of Education, 2016) Towoju T.K
    This paper provides a clarification of determinism and science by showing how their nature affects each other. In the course of the explanation the logically necessary conditions of the concepts are explained in relation to education. The methodology of approach is conceptual analysis and this is the format into which philosophical arguments are fitted for proper clarification and elucidation. Then, the bearing of the logical clarification of determinism and science on the concept of education is elucidated from the practical point of views. The study proffers rapid scientific and educational development if the knowledge of science can be properly utilized to explore the materials provided by nature, so as to discover the powers of the natural laws in them.
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    THE EFFECT OF GAME STRATEGY ON THE ACADEMIC PERFORMANCE OF PUPILS IN LITERACY IN ILORIN METROPOLIS OF KWARA STATE
    (International Journal of Academic and Applied Research (IJAAR), 2022-07) Sulyman, Tosin Hafees {PhD}, Usman Tunde SAADU (PhD), Jawad Olayemi OLOSUNDE
    The academic achievement of students in literacy has been declining over time. This study looked at how gaming strategy affected students' literacy test scores in the city of Ilorin, Kwara State. The study used a quasi-experimental pre-test-post-test control group research design. Two private and two public schools in Ilorin Metropolis, Kwara State, were chosen as the sample to participate in the study, and a straightforward random sampling technique was employed to choose the sample. All of the basic schools in Ilorin Metropolisconstitude the population. Data were gathered using the literacy achievement test (LAT) and the literacy instruction guide (LIG). The Pearson Product Moment Correlation (PPMC) method was used to calculate the LAT dependability index, and it produced (0.75). In this study, seven research hypotheses were developed and assessed at a significance level of 0.05. The hypothesis was tested using inferential statistics from Analysis of Covariance (ANCOVA). According to the results, game strategy had a substantial impact on students' academic achievement (F (1; 105) = 4.978, P 0.05), among other things. Additionally, it was discovered that the type of school had a significant impact on students' academic performance in literacy (F(1; 105) = 7.003; P > 0.05), and that students exposed to game strategy in private schools outperformed those exposed to it in public schools (14.892: a significant difference) (11.597). Gender, however, had no discernible impact on students' academic success in literacy in this study. In conclusion, it is obvious and unmistakable that game strategy (such as scrabble) affects students' academic performance in literacy and has the potential to improve it, regardless of a student's gender or the type of school they attend. Therefore, it was advised that teachers of literacy in particular use this method to impart knowledge to the students. The government ought to integrate gaming tactics into literacy lessons. Finally, Nigerian teacher training programmes should include classes in game strategy.
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    Assessment of Environmental Factors Militating Against Achievements of University Objectives in Nigeria
    (International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09-01) BASHIR, B. T; Arisekola Azeez SALMAN; ISSAH, J
    The significance of environment as an activity of human phenomenon is being underestimated in the commitment towards the achievement of university objectives in Nigeria. This paper explored the barriers militating against achievement of university objectives in Nigeria. A descriptive survey with population of 77,315 which comprised of university management staff, academic staff and non-academic for the 128 universities in Nigeria as at 2017. Based on the multistage sampling procedure, universities were clustered into six geopolitical zones while 18 were selected on the purpose of ownership. The study adopted KENPRO (2012) sampling size table for 384 respondents. Three research questions were raised while one hypothesis was formulated. These were answered and tested using percentage and analysis of Variance (ANOVA) statistic at .05 level of significant. The findings shows that there exist differences between environmental issues and achievements of universities objectives in Nigeria. It concludes that; inadequacies in resources not in tandem with societal needs, overemphasis on theoretical knowledge and no relevancy in curriculum designed with oversight on moral value made it difficult for the achievement of university objectives in Nigeria. The study recommends among others that; universities through parent body to address structures, systems, processes and regulations to be societal relevance in areas of recruitment of qualified staff, involvement of parents and students representatives in decision making; strengthen internal efficiency universities by having a clear understanding of needs in terms of manpower requirement for selection of priorities, capacities and capabilities in response to sectors demand; universities to build up innovation through linkage with alumni, professional bodies, Non-governmental agencies and employers on curriculum design, delivery and assessment, and work based learning to provide specific training and employment galore.
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    Percieved Factors of Social Anxiety Disorder among Students with Emotional and Behavioural Disorder
    (2022-10) Adedayo ADESOKAN
    Students with emotional and behavioral disorders display a variety of behavioral disorders, ranging in severity from mild to severe, and these disorders affect their relationships with others, including their peers. They are characterized by an incapacity to learn that is not accounted for by mental, sensory, or health issues, an inability to establish or sustain satisfying interpersonal bonds with classmates and teachers, and improper behaviors or emotions under normal circumstances. These difficulties that students with social anxiety disorder experience affect their academic performance. Among order to better understand social anxiety disorder in students with emotional and behavioral disorders in Ilorin West Local Government Area of Kwara State, Nigeria, this study examined the perceived causes of the disorder. Descriptive survey design was adopted for this study. The purposive random sampling techniques was used to select a total of one hundred and twenty (120) teachers representing the teacher in ilorin west local government. A questionnaire title perceived factors responsible for social anxiety disorder among students with emotional and behavioral disorder (r=0.77). One research question was stated and one hypothesis was formulated and tested at 0.05 significant levels, Frequency count, Percentage, Mean and T-test were used to analysis data gathered. The findings revealed that the perceived factors of social anxiety disorder among students with emotional and behavioral disorder in ilorin west local government, of kwara state, were genetic, environmental, social, brain structure/biological, negative experience, inherited traits, cognitive partners. It was also discovered that there was no significant difference in the perceived factors of social anxiety disorder among male and female students with emotional and behavioral disorder (p>0.05). Hence, the study recommended that there is need for developing programs to train, sensitized and mobilize teacher regarding the child behavioral and social anxiety problems and there is need for government to establish counseling unit in secondary school in order to counsel students with social anxiety disorder and emotional and behavioral disorder
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    Peer Acceptance towards the Inclusion of Students with Behavioral Disorders in Inclusive Classrooms in Kwara State
    (2022-10) Adedayo ADESOKAN
    Students who display undesired actions in the classroom are those who have behavioral issues. This student struggles with self-control, inappropriate actions, and poor social skills. All of these accusations against children with behavioral problems result in inappropriate or maladaptive actions in the classroom, which makes peers reluctant to accept them in the same setting. Based on this, the study this study, examined of peer acceptance of students with behavioral disorders in inclusive classroom in kwara state. Descriptive survey type was used. The respondents were 100 students purposefully. Peer-acceptance questionnaire (r =0.75) was used for data collection. One research question and one hypothesis tested at 0.5significant level was raised. Frequency, percentage, mean and t-test were used for data analysis. The level of peer acceptance among students with behavioral disorder in an inclusive classroom in Kwara State is high (Mean=3.5). The result also revealed that there is no significant difference between level of peer acceptance among male and female students with behavioral disorders in inclusive classrooms (P>0.05). The study revealed also that there is no significant difference in the peer acceptance among students with behavioral disorders based on gender. It was recommended based on the findings that Parents can be educated about the importance of, and means of achieving, peer acceptance among their children throughout childhood, adolescence and into young adulthood. Also the government should increase the numbers of inclusive schools built in the society, in order for both regular students and students with disabilities to be included and learn in the same classroom environment, because this will help in increasing the level of peer acceptance among students with behavioral disorders and the conventional students. Keywords: peer acceptance, inclusion, students with behavior and inclusive classrooms
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    Effect of Physical Exercise on the Motor Skills Acquisition among Pupils with Intellectual Disability
    (2022-10-24) Adedayo ADESOKAN
    Decrease in physical activities among pupils with intellectual disability has been noted to affect motor skill acquisition, thus the need to carry out a study on possible ways to improve motor skill acquisition is necessary, this is the purpose of this study; which is to examine the effect of physical exercise on motor skills acquisition among pupils with intellectual disability. Three research hypotheses were posed in this work. A 2x2 pre-post test control group quasi-experimental research design was used for this study. The population was all students with intellectual disability in Kwara State as a sample of 40 children from schools located in Ilorin West Local Government Area of the state were selected through the use of simple random sampling technique. The instrument used for this study was a researcher’s designed rating scale. The rating scale had two section; section A contains the demographic information of the respondents such as gender, while section B contains 10 items which is a 3 likert scale, ranging from always, sometimes and never. The instrument was subjected to face and content validity by physical education teachers and experts in education. In order to determine the reliability of the instrument, the instrument was trial-test to 20 respondents who were not part of the sample size. Data collected were analyzed using frequency count, and percentage for the demographic information, while Analysis of Covariance (ANCOVA) was used for the research hypotheses. It is revealed that; physical exercise had significant effect on motor skills acquisition among pupils with intellectual disability, there was no significant effect of physical exercise on motor skills acquisition among pupils with intellectual disability based on gender and there was no significant interaction effect of physical exercise and gender on motor skills acquisition among pupils with intellectual disability. Thus, it can be concluded based on the findings of the study that, physical activities enhance motor skills acquisition among intellectually disabled pupils. Based on the findings, the study recommends among others that Sensitization of teachers should be regularly done in order to inform them of the importance of physical activities on learners with intellectual disability. Keywords: intellectual disability; physical exercise; motor skills
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    Influence of Social Adjustment on Academic Self-Efficacy of Students with Learning Disabilities in Selected Special schools in Ilorin
    (2023-01) R. A. A. HAMZAT, Y OLAREWAJU & A O AGBOOLA
    Abstract: The study examined the influence of social adjustment on academic self-efficacy of students with learning disabilities. The study adopted a descriptive survey research design. The population students with learning disabilities. Questionnaire titled “Influence of social adjustment on academic self-efficacy of students with learning disabilities questionnaire” (ISAASESLDQ) was used as the instrument. Two research questions and two hypotheses were formulated and tested. The instruments were validated and reliably tested at (r=.61) coefficient. The data was analyzed using descriptive statistics of mean, and percentage, and Regression and T-test were used to test the hypotheses. The findings revealed that, the influence of social adjustment on academic self-efficacy of students with learning disabilities was positive. Recommendations made among which are: There is the need for concerted effort on the part of the guidance counselor and other stakeholders to educate students on the need to develop high academic self-efficacy.
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    Teachers’ Knowledge on Identification of Students with Emotional and Behavioural Disorders in Ilorin West Local Government Area, Kwara State
    (International Journal of Academic and Applied Research (IJAAR), 2023-01) R. A. A.HAMZAT; Y. OLAREWAJU & O. A RUFAI
    Abstract: This study aimed at finding teacher’s knowledge on identification of students with emotional and behavioral disorders. The study applied descriptive survey design that employed self- administered questionnaires. The sample size of 292 respondents from five (5) public secondary schools in Ilorin West Local Government Area, Kwara State. The instrument was teachers’ knowledge on identification of students with emotional and behavioral disorders questionnaire (TKISEBDQ). One research question was raised. Validity of instruments was determined by contacted the experts for corrections, and recast. Reliability was determined by using test-retest method and the reliability index was (r=0.72) The data collected were analyzed using percentage and frequency count. The result of the study revealed that most of the teachers had little knowledge on the identification of students with emotional and behavioral disorders and most students with emotional and behavioral disorders. Some of the recommendations made were; teachers should be educated exclusively on concept of emotional and behavioral disorders.
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    Influence of Peer Group on Academic Performance of Students with Hearing Impairment in Special Schools within Kwara State
    (International Journal of Academic Multidisciplinary Research (IJAMR), 2023-01) R. A .A HAMZAT & A.B BELLO
    The study examined the influence of peer group on academic performance of students with hearing impairment in special schools. A descriptive survey research design was adopted. The population comprised. The sample size of this study was 50 students with hearing impairment in special schools. Instrument was titled “Peer Group Influence on the Academic Performance on Students with Hearing Impairment Questionnaire” (PGAPSHIQ). One research question and two research hypotheses guided the study. The instrument was validated and reliably tested as (r=.77). From the findings, it was revealed that, the influence of peer group on the academic performance of pupils’ with hearing impairment is positive, it can be concluded that peer group can positively influence academic performance of pupils with hearing impairment. Recommendations made among which were: Male and female pupils with hearing impairment should be encouraged to learn the positive aspect from peers and move with responsible peers in and outside the school
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    Improving Primary School Pupils Social Skills Acquisition through the Use of Think – Peer- Share In Asa Local Government Area of Kwara State
    (International Journal of Academic Pedagogical Research (IJAPR), 2023-03-01) Azeez Arisekola SALMAN
    To engage in positive interaction with others, understand, identify, and express what is taught in the classroom. Therefore, the researcher investigated improving primary school pupils social skills acquisition through the use of think – peer- share in Asa Local Government Area, Kwara State. Pretest-posttest true-experimental control group research design was used for this investigation. Social Skill Rating Scale (PSSRS) was used. It was validated by some lectures in the department of early childhood and primary education, Kwara state University, Malete. Reliability of the instrument was done using test-retest method within 2 weeks interval and the reliability index was established at a .78 using the Pearson Product Moment Correlation (PPMC). All the hypotheses were tested using Analysis of Covariance to analyze the data (ANCOVA) at a significance level of 0.05. It was found among others that, there was a significant main effect of think-peer-share on primary school pupils’ social skills in Asa Local Government Area of Kwara State (F (1; 107) = 17.744, P < 0.05). It was concluded that think-peer-share could develop, enhances, and ease social skill acquisition of primary school pupils if use appropriate by considering developmentally appropriate practices of the pupils. It recommended that Seminars and workshops should be organized for teachers on how to make use of think-peer share for content delivery at the primary school level