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- ItemEmotional Intelligence and Academic Performance of Students with Learning Disability(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09-09) Adedayo ADESOKAN Ph.DAbstract: 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.
- ItemTeachers’ Perceived Barriers to Inclusive Education(ASEAN Journal of Community and Special Needs Education, 2023-09-01) Adedayo Adesokan*, Olaniyi BojuwoyeA B S T R A C T This study aimed to explore teachers’ perceived barriers to inclusive education in Nigeria. A descriptive research design was used for the study. 120 teachers teaching in an inclusive classroom were purposefully selected. An instrument titled perceived barriers questionnaire was used (r = 0.77). One research question was raised, and one hypothesis was stated at a 0.05 level of significance. Data gathered were analyzed using mean and t-tests. The finding of the study revealed that the following are the barriers to inclusive education: the attitude of teachers, inadequate facilities, and lack of peer acceptance. The findings also showed that there is no significant difference in teachers’ perceived barriers to inclusive education based on gender (p > 0.05). It was concluded that teachers perceived that the attitude of teachers; inadequate facilities and lack of peer acceptance are the major barriers to inclusive education. Therefore, it was recommended that stakeholders should come to their aid by assisting them in any form.
- ItemAssessment 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 Adesokan2A 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.
- ItemAssessment 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 Taiwo2Abstract: 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.
- ItemAssessment 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 YAKUB2Abstract: 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..