Influence of self-concept and social acceptance on academic achievement of students with visual impairment in Oyo State, Nigeria

Abstract

Students with visual impairment do experience discrimination, stigmatization, neglect and isolation from significant others around them. These unsavory experiences do have significant impact on their normal learning process. Although several studies have been conducted on the teaching and learning of students with visual impairment, little or no attention is paid to the impact of certain factors affecting their academic achievement. This study, therefore, examined the influence of self-concept and social acceptance on academic achievement of students with visual impairment in Oyo state. Using descriptive research design of correlational type, twenty-seven students with visual impairment were selected using enumerative sampling technique from junior secondary schools in Oyo State. A structured questionnaire having three research instruments were used for data collection: Self-concept Scale for Blind Adolescents (r = 0.82), Social Acceptance Scale (r = 0.72) and Academic Achievement Test (r = 0.75). Two hypotheses were tested at the 0.05 level of significance. Data obtained were analysed using Pearson product moment correlation statistics. The results indicated that there was significant relationship between academic achievement and self-concept of students with visual impairment in Oyo state (r = 0.21; P < .05) and social acceptance and academic achievement of students with visual impairment in Oyo state (r = 0.36; P< .05). Based on the findings, recommendations were made that parents of children with visual impairment should treat all children equally with their sighted peers to improve their self-concept which will impact positively on their academic achievement in school, special educators should be given methodological guidance in order to work on this throughout the educational process for students with visual impairment to enhance their academic achievement.

Linking perceived social support to self-esteem and social integration among adolescents with visual impairment: A cross-lagged study

“…Social integration herein is conceptualized as visually impaired students’ willingness to be take part in social interactions and their perceived social acceptance from their social network ( Xie et al, 2022 ). Researchers have been concerned about challenges regarding social interaction and social acceptance among children and adolescents with visual impairment for decades (e.g., Skellenger et al, 1990 ; Lifshitz et al, 2007 ; de Verdier, 2016 ; Eguavoen and Eniola, 2016 ; Jessup et al, 2017 ; Veerman et al, 2019 ). There are a few qualitative studies on experiences of students with visual impairments in secondary mainstream schools ( West et al, 2004 ) or universities ( Bodaghi et al, 2017 ; Manyumwa, 2018 ) that indicated social support might have impact on their social integration.…”

Investigation of Social Acceptance Levels of Classroom Teachers Regarding Students With Special Needs in Terms of Different Variables

“…It is expected to provide peer support to the student with special needs and to contribute positively to the creation of a pleasant learning environment in the classroom (Garrote, 2017). In addition, at the end of their interaction with inclusive education, it has been determined by research that students have improved and there are significant improvements in their ability to live independently (Friend & Bursuck, 2014;Solish, Perry & Minnes, 2010).On the other hand, the state of not being accepted or isolated by the social environment brings many problems such as individuals with special needs moving away from active life, damaging their self-perception, and decreasing their academic achievement (Eguavoen & Eniola, 2016;Lewis & Doorlag, 1999).…”

Classroom Teachers’ Investigation of the Relationship Between Social Acceptance Regarding Students with Special Needs and Job Motivation Levels

“…Bununla birlikte sosyal kabul konulu çalışmaların önemli kısmının, akranların sosyal kabulü üzerinde odaklandığı (Madden ve Slavin, 1983;Hartup ve Glazer, 2004;Aktan, Budak ve Botokovna (2019), Baydık ve Bakkaloğlu (2009), Yaşaran, Batu ve Özen (2014), Yaşaran (2009), Vuran (2005); buna karşılık öğretmenlerin sosyal kabul düzeyi ile ilgili çalışmalara az sayıda (Şahbaz, 1997) rastlanılmadığı söylenebilir. Bu ve benzeri çalışmaların bir kısmında sosyal kabul düzeyi ile sosyal beceri gelişimi (Alptekin, 2010;Friend ve Bursuck,2014;), dil gelişimi (Ergin, 2012), benlik algısı ve akademik benlik gelişimi (Eguavoen ve Eniola, 2016), kaynaştırma eğitimine hazırlayıcı eğitim etkinliklerinin (Civelek, 1990;Tekin, 1994;Yaşaran, Batu ve Özen, 2014) ilişki ve etkilerinin incelendiği gözlenmiştir. Benzer şekilde eğitim kurumlarında iş motivasyonu üzerinde de çok sayıda çalışma bulunmaktadır (Bektaş, 2010;Çiçek, 2002;Ergen, 2009;Fırat, 2012;Sabancı, 1994;Tanrıverdi, 2007).…”