Department of Special Education

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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
Adolescents with emotional and behavioral disorders (AEBDs) are individuals who experience persistent difficulties in managing their emotions, behaviors, and social interactions. Based on this, the study assessed the emotional maturity and emotional adjustment of adolescents with emotional and behavioral disorders in Ilorin East local Government, Kwara State Nigeria. The study adopted a descriptive survey research design of correlation type. The respondents were 120 Junior secondary school 2 adolescents with emotional maturity and emotional adjustment were purposively selected. Two research instruments were used for data collection: The emotional maturity questionnaire and the emotional adjustment questionnaire. The study revealed that the emotional maturity of AEBDs was low, it was also shown that their level of emotional adjustment was low. It was revealed that there was a significant difference between the emotional maturity of male and female AEBDs where females had better emotional maturity. There was no significant difference between emotional adjustment of AEBDs based on gender. Based on the findings the study concluded that emotional maturity and emotional adjustment of AEBDs were low; it was recommended that teachers and parents should be trained on various approaches that can be used to improve emotional and emotional adjustment of adolescents with EBD.
(2024-03-01) Adedayo ADESOKAN Ph.D
Adolescents with emotional and behavioral disorders (AEBDs) are individuals who experience persistent difficulties in managing their emotions, behaviors, and social interactions. Based on this, the study assessed the emotional maturity and emotional adjustment of adolescents with emotional and behavioral disorders in Ilorin East local Government, Kwara State Nigeria. The study adopted a descriptive survey research design of correlation type. The respondents were 120 Junior secondary school 2 adolescents with emotional maturity and emotional adjustment were purposively selected. Two research instruments were used for data collection: The emotional maturity questionnaire and the emotional adjustment questionnaire. The study revealed that the emotional maturity of AEBDs was low, it was also shown that their level of emotional adjustment was low. It was revealed that there was a significant difference between the emotional maturity of male and female AEBDs where females had better emotional maturity. There was no significant difference between emotional adjustment of AEBDs based on gender. Based on the findings the study concluded that emotional maturity and emotional adjustment of AEBDs were low; it was recommended that teachers and parents should be trained on various approaches that can be used to improve emotional and emotional adjustment of adolescents with EBD.
Al-Iloori and Acquisition of Second Language
(2017) Tajudeen Yusuf
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.
Assessment of Factors Responsible for Child Abuse Among Students with Intellectual Disabilities
(ASEAN Journal of Community and Special Needs Education, 2022-09-01) A. Adesokan1,*, K.O Abdulkareem1, T.T Adesokan2
A B S T R A C T The study examined the factors responsible for child abuse among students with intellectual disabilities in the Ilorin metropolis concerning factors responsible, for students with intellectual disabilities and child abuse. A descriptive survey research design was used. The population for this study comprised all teachers and parents of students with intellectual disabilities in the Ilorin metropolis. A convenience sampling technique was used to select 120 respondents across the Ilorin metropolis. One research question and two hypotheses were generated for the study. The instrument used for Data collection was titled Assessment of Factors Responsible for Child Abuse among Students with Intellectual Disabilities Questionnaire (AFRCBIDQ). Data gathered were analyzed using mean, percentage, frequency count, and independent sample t-test. The results of the study revealed that lack of proper parental care, low educational attainment, parental stress, carelessness, lack of good relationships, and vulnerability are the major factors responsible for child abuse among students with intellectual disabilities. There was no significant difference between the factors responsible for child abuse among students with intellectual disabilities based on teachers’ gender; there was no significant difference between the factors responsible for child abuse among students with intellectual disabilities based on parents’ gender. It was recommended, the parents of students with intellectual disabilities should ensure that students with intellectual disabilities are given good proper parental care and monitoring.
Assessment of Psychological Wellbeing of Students with Visual Impairment in Kwara State School for Special Needs, Oyun Adedayo
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09) ADESOKAN Ph.D1 and Angela Bisola YAKUB2
Abstract: The term "visually impaired" refers to students who have vision that is so impaired that it results in issues that cannot be resolved with standard tools like glasses. They experience psychological side effects like anxiety, depression, suicidal thoughts, a negative self-concept, low self-confidence, and low self-esteem, and occasionally they even experience total personality disorganization. The study investigates the psychological wellbeing of students with visual impairment at Kwara State School for Special Needs, Oyun, based on this. The study was descriptive survey research. Purposive sampling was used to select the respondents for this study, which included thirty-two (32) students with visual impairment. (r=0.78) Only one research tool was used. Three research questions were formulated, along with three hypotheses that were tested at 0.05 significant levels for each.. To analyze the data acquired, frequency count, percentage, mean, and t-test were utilized. The results of the study showed that the psychological well-being of students with visual impairment in Kwara State school for special needs, Oyun Kwara State, is high (mean=2.8), the social well-being of students with visual impairment in Kwara State school for special needs, Oyun Kwara State, is high (mean=3.2), and the emotional well-being of students with visual impairment in Kwara State school for special needs, Oyun Kwara State, is high (mean The degree of psychological wellbeing of male and female students with visual impairment at the Kwara State School for Special Needs in Oyun Kwara State was also found to be similar (P>0.05). The level of social wellbeing between male and female visually impaired children at the Kwara State Special Needs School, Oyun Kwara State, differs significantly (P 0.05). The emotional wellbeing of male and female students with visual impairment at the Kwara State Special Needs School in Oyun, Kwara State, does not significantly differ (P>0.05). Therefore, it was suggested that teachers include students more in real- world activities rather than just theoretical ones. It was also suggested that the government provide appropriate support to address the psychological needs of students with vision impairment..
Assessment of Teachers’ Attitude towards the Inclusion of Students with Learning Disability in Oyo State
(International Journal of Academic Pedagogical Research (IJAPR), 2022-09-09) Adedayo Adesokan1 and Theophilus Oluwatimileyin Taiwo2
Abstract: Many kids with special needs are now being included in mainstream education classes in Nigeria as a result of the recent drive for inclusion. As a result, attitudes direct and affect how people behave in their daily lives. It is thought that instructors' attitudes toward inclusion and how well inclusive practices are implemented are key factors. Based on the study, it was assessed how teachers in Oyo state felt about including kids with learning disabilities. In this study, a descriptive research approach was used, and 320 instructors from eight Ogbomosho Oyo State schools were chosen at random using random selection techniques. The questionnaire titled teachers’ attitude towards the inclusion of students with learning disability in Oyo state was used to gather information. A reliability of 0.852 was obtained. One research question was stated and three hypotheses were formulated and tested at 0.05 significant. The completed and returned copies of the questionnaire was analysed using mean, frequency count, standard deviation for research question while hypothesis would be analyse using T-test and ANOVA. This study revealed that the teachers’ attitude towards the inclusion of students with learning disability in Oyo state is positive.(mean=3.18). The results also showed that there were no significant differences in teachers' attitudes toward including students with learning disabilities in Oyo state based on gender (p>0.05), qualification (p>0.05), and experience (p>0.05), as well as no significant differences in teachers' attitudes toward inclusion of students with learning disabilities in Oyo state based on any of these factors. (p>0.05) According to the study's findings, teachers in Oyo State have a favorable attitude toward including students with learning disabilities.
Assessment ofManagement Strategies Used in Handling Aggressive Behaviours among Students with Attention Deficit Hyperactive Disorder in Inclusive Classrooms, in Ibadan Metropolis Nigeria
(west Africal jorunal of Education, 2021-08-29) Adedayo Adesokan
Abstract Students with attention deficit hyperactive disorder (ADHD) are those who exhibit inattention, hyperactivity and impulsivity that interferes with their behaviour; have problems in self• regulation, inappropriate behaviour andpoorsocialization. These attributes ofADHD students do lead to aggressive behaviours in the classroomand need management strategies to handle them This study, therefore, examined management strategies used by teachers in handling aggressive behaviours among students with attention deficit hyperactive disorder (ADHD) in inclusive classrooms in Ibadan Metropolis Nigeria. Survey research type was used. The respondents were 12I teachers purposefully. Management Strategiesfor Aggressive Behaviour Questionnaire (r= 0.81) was usedfor data collection. One research question and one hypothesis tested at 0.05 significant levels were raised. Frequency, percentage, mean and t-test were usedfor data analysis. The study revealedthat all the items in the questionnaire are the management methods were usedby the teacher. Mutual apology, reconciling, peacemaking whenever there is aggressive behaviour (3.5y,dialogue andencouragement (3.5); changing sittingposition (.5) top the ranking. The result also revealedno significant different between the management strategies used by male andfemale teachers in handling aggressive behaviour among students with attention deficit hyperactive disorder in an inclusive classroom, Ibadan Metropolis Nigeria (P>0.05). Mutual apolog reconciling, peacemaking whenever aggressive behaviour is displayed, dialogue and encouragement; changing sitting position among others were used to handle aggressi' behaviours among students with ADID. Therefore, teachers should devise strategies and use' combination oftwo or more management strategies available to ensure that aggressive behaviow among students with ADD in inclusive classrooms will be reduced
Coping Strategies Employed In Teaching Students with Attention Deficit Hyperative Disorder (ADHD) In an Inclusive Classroom, Kwara State, Nigeria
(International Journal of Academic and Applied Research (IJAAR), 2022-08-08) Adedayo ADESOKAN Ph.D
Abstract: Student with attention deficit hyperactivity disorder exhibits some behavior attributes such as difficulties in sustaining attention, hyperactivity, anxiety and impulse behavior, all these behaviours exhibit cause a lot of stress to the teacher during the teaching and learning process. Hence, teachers need to use different coping strategies when teaching students with attention deficit hyperactivity disorder. This paper therefore explores coping strategies teachers use in teaching students with attention deficit hyperactivity disorder in an inclusive classroom in Kwara State, Nigeria. A descriptive survey research design was adopted for this study, purposive sampling technique was used to select a total of 50 teachers who were the respondent in Kwara State, Nigeria. A questionnaire titled “questionnaire on coping strategies used in teaching students with attention deficit hyperactivity disorder” (QCSTSADHD). The instrument was validated and reliably tested at (r=0.71). The findings revealed that coping strategies teachers used in teaching students with attention deficit hyperactivity disorder in an inclusive classroom in Kwara State, Nigeria were self- examination of life styles, support from families, friends, training programs for personal development and resilience, self-control and social support. Lastly, the results showed that gender has significant differences between the coping strategies used male and female teachers teaching students with ADHD in an inclusive classroom in Kwara State, Nigeria. Hence, the study recommended that teachers in Kwara State, Nigeria should manage stress by getting emotional support from more experienced teachers who can give directives on how to manage challenges they are facing.
Diversity of Learners, their Special Learning Needs and Inclusive Education Perspectives of Teachers in Public Secondary Schools in Kwara State, Nigeria
(IJRISS, 2024-03-14) Adedayo Adesokan Ph.D
The study was aimed at building knowledge base for addressing learners’ special learning needs and for promoting inclusive education. The purpose of the study was to provide a rich description of public secondary schools’ teachers’ perspectives on their learners and on inclusive education. The study adopted quantitative design to investigate teachers’ awareness and knowledge of diversity of learners in their classrooms, including the teachers’ understanding of their learners’ special learning needs as well as the teachers’ perspectives on their experiences with implementation of inclusive education The population for the study comprised all teachers in public secondary schools in Kwara State, Nigeria, and by convenient sampling method drew a sample of one hundred and forty-five teachers. The instrument for data gathering was a questionnaire which contained descriptive statements responded to by respondents who indicated their degrees of agreement on a four-point; liker-type scale. Data collected were analysed and with the use of the descriptive statistics of percentage frequencies and mean response scores to answer the research questions and to arrive at the achievement of the study objectives. The results revealed that teachers involved in the study were generally aware of learners’ diversity in their classrooms. To strengthen this awareness, the teachers also indicated their knowledge regarding the manifestations of the diversity in terms of the learners’ ability and activity levels as well as behavioural tendencies. Teacher-respondents reported some learners as gifted and talented, some as more active than others, some aggressive or withdrawn in behaviors, some with speech and language difficulties as well as auditory, visual and orthopaedic impairments, while some are with other disabilities. The results of the study have implications for pre-service and in-service training of teachers as well as better structuring of schools’ physical infrastructure in order to promote better access, participation and belongingness for pupils with disabilities. Keywords: diversity, teachers, learners, disabilities, special learning needs, access, participation, inclusive education
EFFCTIVENESS OF DIRECT INSTRUCTION AND TASK ANALYSIS IN ENHANCING MATHEMATICS PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES IN SELECTED SECONDARY SCHOOLS IN MORO LGA ILORIN
(College of Education Kwara State University, Malete, 2014-01-31) Adedayo Adesokan and Olubukola C. Dada
The study investigated the effectiveness of direct instruction (DI) and task analysis (TA) in enhancing mathematics performance of students with learning disabilities in selected secondary schools in Moro LGA Ilorin. The study adopted pre-test, post-test, quasi experimental research design, using 3x2 factorial matrix. Two instruments were used to select participants. Two hypotheses were tested at 0.05 level of significance. A total of 60 participants were used for the study. The data gathered were analyzed using analysis of covariance (ANCOVA). The result revealed significant difference in the mathematics performance of participants exposed to DI and TA, as well as the Control group [F(2.53)=32.12: P less then 0.05, Eta Square =0.548]. Also, there was no significant difference in TA (X=9.95), and DI (X=10.321). Based on the findings, the study recommended that DI and TA should be used jointly as a method by mathematics teachers in improving mathematics performance of students with learning disabilities.
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
Effect Of Silent Reading And Reading Aloud Strategies On Reading Skills Of Student With Dyslexia In Moro Local Government Area, Kwara State, Nigeria
(International Journal of Academic Pedagogical Research (IJAPR), 2022-07-07) Adedayo ADESOKAN Ph.D
Abstract: Children with dyslexia are student who are diagnosed with reading difficulties these students with reading difficulties often fall behind peers and demonstrate difficulties in that are expected in relation to age, cognitive ability, quantity and quality of instruction and intervention. These problems faced by students with dyslexia have contributed to poor reading skill in reading. In an effort to solve this problem faced by student with dyslexia. The study investigated the effect of silent reading and reading aloud strategies on reading skills of student with dyslexia in Moro Local Government Area, Kwara state, Nigeria. The study adopted pre- test, post-test, quasi experimental research design. A total number of 60 junior secondary school students made up the sample of this study and were purposively sampled. The instruments used for this study were checklist for identifying reading difficulties and reading skill test, four hypotheses were raised and tested at 0.05 significant levels. Data gathered were analyzed using analysis of variance (ANOVA). The study revealed that silent reading strategy had significant main effect on reading skills of student with dyslexia also, the study revealed that reading aloud strategy had significant main effect on reading skills of students with dyslexia. the finding also revealed that three was significant main effect of gender on reading skill of students with dyslexia. lastly, the result showed that there was no significant interaction effect of gender, silent reading, reading aloud strategies on reading skill of student with dyslexia. Hence the study recommended that English teachers should make use of silent reading and reading aloud strategies while teaching English to student with dyslexia.
Emotional Intelligence and Academic Performance of Students with Learning Disability
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09-09) Adedayo ADESOKAN Ph.D
Abstract: Reading and spelling difficulties in students with learning disabilities lead to a number of behaviors that have an effect on their academic performance. They regularly forget class-related material at school due to their sluggish information processing and unorganized behavior, which has a detrimental effect on their academic performance. When students with learning disabilities struggle to arrange the steps of a project, their peers may conclude that they lack enthusiasm. These learning challenges that children suffer lead to poor academic performance. Emotional intelligence is one of the factors linked to students' academic success in More Local Government, according to research. The research strategy employed a correlational scale. One hundred twenty-seven (127) learning disabled students who demonstrate emotional intelligence and academic performance in More Local Government made up the sample of responders. The checklist and questionnaire were the two tools utilized to collect the data. The respondents sixty-two (52) of the respondents representing 48 8% were male while sixty-five (65) of the respondents representing 51.2% were female. One (1) research question were stated and one (1) hypothesis was raised and tested at 0.05 significant level. Data gathered were analyzed using percentage count and T-test was used to analyses the hypothesis. The study revealed that students with learning disability perceived all items as the cases of emotional intelligence level of student with learning disability. The calculated value of was 0.38 and degree of freedom was 125, the observed p-value was 0.67 and the fixed p-value 005. The observed p-value was greater than the fixed p-value (p>0.05) and also review that male student had mean score 43.6 and standard deviation 57 while female students had mean score 41.1 and standard deviation 5.4. the t was 2.6 degree of freedom 125, F was 1.9 and significant level is 0.01 (P<0.05). According to study, emotional intelligence is one of the elements that contributes to students' academic achievement in More Local Government. Correlational scales were used as part of the research strategy. The sample of respondents consisted of 127 learning challenged kids who excel academically in More Local Government and exhibit emotional intelligence. The instruments used to gather the data were the questionnaire and the checklist.
GENDER DIFFERENCES IN SOCIAL AND ACADEMIC ADJUSTMENT OF STUDENTS STUDYING SPECIAL EDUCATION AT KWARA STATE UNIVERSITY, MALETE KWARA STATE NIGERIA
(DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELLING PSYCHOLOGY, FACULTY OF EDUCATION, LAGOS STATE UNIVERSITY OJO, LAGOS NIGERIA, 2021-09-09) Adedayo Adesokan and Mujibat T Ajoke Sulayman
The study examined the gender difference in social and academic adjustment of students studying Special education at Kwara state university, Malete. Descriptive survey research design was used. The respondents were one hundred and forty-three (143) students studying Special education, purposive sampling technique was used. Two research instruments were used: they are social adjustment questionnaire (r=0.74) and academic questionnaire (r=0.71). Two research questions were stated, and two hypotheses were formulated and tested at 0.05 significant levels. frequency count, percentage, mean and T-test were used to analysis data gathered. the finding of the study revealed that social and academic adjustment of students studying special education was high. it was also revealed that there was no significant difference between social adjustment of male and female students studying special education at Kwara state university (p0.05). it was revealed that there was no significant difference in the academic adjustment of male and female students studying special education (p0.05). it was therefore concluded that there was no gender difference in social and academic adjustment of students studying special education at Kwara state university, malete. it was recommended that teachers, parents, school administrators should increase the counselling section for students and give them motivational talk. keyword: Adjustment, Social adjustment, academic adjustment and gender
Human Values in the Tale of "The Lion and the Mouse": An Analytical Study
(University of Abuja, 2025) Tajudeen Yusuf
Abstract This study stems from the urgent need of promoting ethical values in the contemporary society, amid growing challenges that threaten social cohesion. It aims to analyze the moral values embedded in the story of "The King of the Jungle and the Little Mouse", as an educational model that reflects the concepts of humility, cooperation, and mutual respect in building a strong and sustainable human community. The significance of the study lies in revealing the profound educational role that folk tales play as effective tools for instilling values and shaping behavior, particularly during early developmental stages. The study adopted and employed the textual analytical method by deconstructing the elements of the story, interpreting its symbols, and examining its moral content in light of modern psychological and sociological theories. The findings indicate that the story offers a deep lesson emphasizing the necessity of integration among individuals despite differences in their abilities or status, and that such values are foundational pillars for achieving social cohesion and collective well-being. Accordingly, the study recommends integrating moral stories into educational curricula and utilizing them as effective tools for cultivating value awareness among younger generations, in addition to encouraging research that explores the impact of folk tales on personality formation and the strengthening of human relationships. Keywords: Moral values, folk tales, humility and cooperation, story-based education, social cohesion.
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
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
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.
Parents’ and Teachers’ Perception of Indicators for The Choice of Marriage Partner Among Hearing-Impaired Adults
(Indonesian Journal of Community and Special Needs Education, 2024-03-01) Adedayo Adesokan*, Adeleye O. Oyunniyi, Salamat I. Abdulgafar
The study examined the parents’ and teachers’ perceptions of the indicators for the choice of marriage partners among hearing-impaired adults. A descriptive survey research design was used and the sample size was 400 respondents which were purposively selected. The instrument for data collection was a questionnaire titled Indicators for Choice of Marriage Partners Questionnaire. Three research questions and hypotheses were generated for the study. The findings of the study revealed that parents' and teachers’ perception of the indicators for the choice of marriage partners among hearing-impaired adults in Kwara Nigeria is positive. There was a significant difference between the parents’ and teachers’ perceptions, but no significant difference between the parents’ perceptions based on gender. There was a significant difference between the teachers’ perceptions based on gender. It was concluded that parents and teachers have a positive perception of the indicators for choice of marriage partners among hearing-impaired adults therefore it was recommended that Parents and teachers should help their hearing-impaired adults to consider some indicators when they want to choose a marriage partner.

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