A Study of The Academic Achievement and Self-Concept of Male and Female Hearing-Impaired Students in Nigeria

Akinpelu, OF

doi:10.4314/njgc.v6i1.37085

Cited by 4 publications

(2 citation statements)

References 13 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This implied that the male and female students with special educational needs were doing averagely well in their studies. This observation was similar to Akinpelu (1998) who found that there was no significant difference between the academic achievement of male and female hearing‐impaired students. However, this result differed from Babatola (1987) who found that male hearing impaired students performed slightly better than female hearing impaired students.…”

Section: Discussionsupporting

confidence: 89%

Impact of facilities on academic performance of students with special needs in mainstreamed public schools in Southwestern Nigeria

Oluremi

Olubukola

2012

Research in Spec Educ Needs

View full text Add to dashboard Cite

Facilities have a great impact on academic performances of students, and inadequate facilities translate to poor performance. The study examined the availability and convenience of the facilities that were provided to students with special educational needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in mainstreamed public secondary schools. It determined the relationship between availability of facilities and academic performance of students with special educational needs; and also compared the academic performance of male and female students with special educational needs. The results showed that essential facilities and materials like hand railings, hearing aids, Braille, instructional materials, and lower toilets were not available, although the few that were available (typewriters, resource rooms, wheel chairs) were in poor condition. The study showed that specialist teachers were inadequate in mainstreamed public schools in Southwestern Nigeria. There was a significant relationship between availability of facilities and academic performance of students with special educational needs. However, there was no significant difference between the academic performance of male and female students with special educational needs. The study concluded that inadequate provision of facilities and materials to mainstreamed public schools would lead to poor academic performances of students with special educational needs. Finally, adequate funding of integrated schools would help to overcome the problem of provision and maintenance of special equipment and materials for the use of students with special educational needs.

show abstract

Section: Discussionsupporting

confidence: 89%

Impact of facilities on academic performance of students with special needs in mainstreamed public schools in Southwestern Nigeria

Oluremi

Olubukola

2012

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…Studies indicate that, although hearing-impaired students' have normal cognitive abilities, their academic achievements are lagging far behind than their peers of the same age and academic level (Akinpelu, 1998;Antia, Jones, Reed, & Kreimeyer, 2009;Lang, 2002;Qi & Mitchell, 2012).…”

Section: Resultsmentioning

confidence: 99%

Personality-Major Congruence among the Hearing-Impaired Students in Malaysian Polytechnics

Roslan

Azizan

Abdullah

et al. 2015

ASS

View full text Add to dashboard Cite

Studies in the Person-Environment fit (P-E fit) framework suggested that the greater the match between students' personality types and their academic major operationalized as personality-major congruence, the more likely they are to succeed. Surprisingly to date, little research has been done on the hearing-impaired population. Thus, this preliminary analysis examined the students' personality types and the degree of personality-major congruence based on Holland's theory of vocational personalities and work environment (1997). To provide theoretical focus, gender differences in congruence measure were also investigated. Samples consisted of 26 hearing-impaired students (N=26) undergoing Special Skills Certificate in 4 Polytechnics all across Malaysia. An adapted Malay version of Holland's Self Directed Search-Form E (SDS-E) was used to measure students' personality types. Findings on students' personality-major congruence were descriptively analysed and further discussed. Mann-Whitney U Test was used to analyse differences in personality-major congruence by gender. Findings indicate that gender did not play any significant roles in academic major selection among the hearing-impaired students in Malaysian Polytechnics. However, to certain degree this preliminary analysis provides general information into the largely unstudied question of how the congruence between hearing-impaired students' personality types and academic major play important role in promoting their educational outcomes. Finally, practical and theoretical considerations were also discussed.

show abstract

Truancy and Academic Performance of Secondary School Students in Southwestern Nigeria: Implications for Counselling

Oluremi¹

2013

IJCDSE

View full text Add to dashboard Cite

show abstract

A Study of The Academic Achievement and Self-Concept of Male and Female Hearing-Impaired Students in Nigeria

Cited by 4 publications

References 13 publications

Impact of facilities on academic performance of students with special needs in mainstreamed public schools in Southwestern Nigeria

Impact of facilities on academic performance of students with special needs in mainstreamed public schools in Southwestern Nigeria

Personality-Major Congruence among the Hearing-Impaired Students in Malaysian Polytechnics

Truancy and Academic Performance of Secondary School Students in Southwestern Nigeria: Implications for Counselling

Contact Info

Product

Resources

About