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THE RELATIVE EFFECTIVENESS OF MODELLING AND SHAPING ON ENGLISH LANGUAGE ACHIEVEMENT OF DEAF CHILDREN
(1986-11) ABOSI, O. O.
The present study investigated the relative effectiveness of modelling and shaping on the English language achievement of deaf students. The study also investigated the possible effect of modelling and shaping on the subjects attitudes, and self-concept during English language sessions. The sample was a natural cluster of 45 form four secondary school Nigerian deaf students drawn from a secondary school for the deaf in Ibadan. A 3 x 3 factorial design was adopted. Four instruments namely a Special English language achievement test, an attitude scale, and a self-concept scale were used for the study. The subjects were divided randomly into three groups – the modelling, shaping and control groups. Each group comprised of five students of high, live students of average, and five students of low achievement levels. The three groups were pre and post-tested. The data obtained were analysed by the analysis of covariance and t-test, using the pre-test scores as the covariate and post-test scores as criterion. It was found that both modelling and Shaping programmes significantly improved the EngliSh language achievement of the deaf subjects (F=23.87, df=2/36, P<.01). When the modeling group was compared with the control group with the help of t-test, the modelling group was superior (t=3.13, df=28, P <.001). The shaping group was also found to be superior to the control group (t=2.88, df=28, P <.05). But there was no significant difference between the modelling and shaping programmes in improving the English language of the deaf when the two procedures were compared, although the modelling group had superior adjusted Y-mean score. The average achievement level subjects who used the modelling programme were however superior to their shaping counterparts (t=6.3, df=8, P<.001). The treatment programmes also improved the attitude of the subjects during the study, (F=4.73, df=2/36, P <.05). Although there was no significant difference between the effect of modelling and shaping programmes on the subjects attitude both collectively and at various achievement levels, the modelling high achievers were superior to the shaping high achievers (t=2.31, df=8, P <.05). When the modelling group was compared with the control group, the modelling group was superior (t=3.67, df=28, P<.001). The shaping group was also found to be superior to the control group (t=3.59, df=28, P <.001). Modelling and shaping strategies were found to have significantly influenced the self-concept of the subjects (F=7.52, df=2/36, P<.01). Further analysis showed that the modelling and shaping programmes influenced the self-concept of the subjects equally. But the modelling group was superior to the control (t=2.08, df=8, P<.05). The shaping group was also superior to the control group (t=2.08, df=8, p<. 05). Apart from the modelling low achievers who showed superiority over the shaping low achievers (t=2.96, df=8, P<.05), there was no significant difference between the various modelling achievement levels and their shaping counterparts in self-concept. These findings have important implications for the remediation of deficiencies in underachievement and poor achievement motivation.
A comparative study of post-hospital aphasic rehabilitative techniques
(Nigerian Speech and Hearing Association, 1998-06) Osisanya, A.; Oyebola, M.
This study compared the performance of two categories of stroke-aphasic patients on the rehabilitative programmes exposed them to after the hospital treatment. Through a t-test statistic at the 0.05 alpha level we found significant differences in the performance of males and females, holistic and gestural rehabilitative strategies, fluent and non-fluent patients. The research findings revealed the mean values as (X = 7.3 4.5, t’obs = 6.2 :P 0.05); (X= 6.8/4.9; t’obs = 3.52; P 0.05); and (X = 6.4 /4.5; fobs = 3.40 ;P 0.05) respectively. Also, the results of the study showed that the holistic rehabilitative method performed better in the restoration of patients communicative skills. Finally, the paper gave some suggestions to be adopted in running a rewarding rehabilitative programmes.
The psycho-social adjustment difficulties of students with hearing impairment school setting in Oyo State, Nigeria
(2000-09) Osisanya, A.
This study was designed to examine the effects of mainstreaming on the psycho- social adjustment difficulties of students with hearing impairment in integrated school settings. It also assessed the effects of hearing-impairment on the social and emotional adjustment difficulties of the affected students. The main instruments used for the study were two sets of questionnaires. Four research questions were raised and tested statistically. The sample consisted of 60 students with hearing impairment and 60 teachers from four integrated schools in Oyo Slate. The findings reveals that the students with hearing impairment attending integrated schools manifested higher adjustment difficulties than their normal hearing peers. The study also reveal that the students isolated themselves from the social and emotional demands as a result of their communication difficulties and ineffective interaction strategies.
Verbal expressive training: an essential management technique of aphasic students in normal classroom settings
(Department of Special Education, University of Ibadan, 2007-07) Osisanya, A.
The paper highlights the management technique in rehabilitating the aphasic students in the normal classroom settings. It discusses the need for verbal expressive training as a viable method to facilitate success language responses and shape succeeding language behaviours with increasing complexity. The technique focuses exclusively on the utilisation modalities of a full range of tasks commensurate with the patients areas of deficits, and provides a structured context, for a successful utilisation of an increasing complex nature through assumed auditory verbal modalities. Based on the discussion, recommendation and suggestions were made.
Teachers knowledge and awareness of attention deficit hyperactivity disorders (ADHD) among primary school pupils with learning disabilities
(2009) Adekanmi, E. T.; Lazarus, K. U.
This study examined teachers’ knowledge and awareness of attention deficit hyperactivity disorders among pupils with learning disabilities in Ibadan north local government, Oyo State of Nigeria. Three hypotheses were formulated based on the variables. The study adopted an ex post- facto research method whereby the questionnaire was used to elicit responses from ninety primary school teachers that were selected through systematic sampling technique. The t-test and chi- square statistical methods were utilised in testing the three null hypotheses generated for the study at 0.05 level of significance. Findings of the study revealed that: there was no significant difference between male and female teachers' knowledge and awareness of attention deficit hyperactivity disorder. This implies that both male and female teachers used for this study had no knowledge of ADHD. Similarly both young and old teachers had no knowledge of ADHD. There is equally no significant difference between the private and public primary school pupils in their manifestation of ADHD the researchers used for the research.
Counselling intervention for parents of special needs children
(2010) Adelodun, G. A.
Over the years, increased awareness of difficulties facing parents of special needs children has been the concern of professionals. Parents are usually disturbed and psychologically maladjusted with the arrival of such children in the family. The arrival in the family obviously affects financial, social, educational and emotional state of such families. As a result of the devastating effect of having special needs children in the family, counselling intervention for parents of such children become inevitable. This paper examines the reaction of parents to the arrival of a child with disability in the family, practical counselling for parents with special needs children which include: counselling parents with gifted and talented children, counselling parents of children with visual impairment, counselling parents of children with learning disabilities, counselling parents of children with hearing impairment, counselling parents with mentally retarded children as well as counselling parents of children with} speech and language disorder. It is recommended that parents should seek early medical attention as soon as they suspect any problem or disability in any of their children. It is also recommended that once the medical doctor confirms the disability, professional Guidance Counsellor must be consulted to counsel the parents on the next line of action.
The effect of directed reading-thinking activity on achievement in reading comprehension of secondary students with learning disabilities in Lagos state, Nigeria
(2010) Lazarus, K. U.
A student’s abilitiy to read and understand written texts is one of the fundamental skills that enable students to succeed in his academics. However, far many students in Nigerian schools with learning disabilities reading comprehension is the major deficiency. This study, investigated the effectiveness of the Directed Reading Thinking Activity (DRTA) in improving reading comprehension of secondary students with learning disabilities. The study employed a pre-test, post-test, control group, quasi-experimental research design. The design utilised a 2x2x2 factorial layout. Simple random sampling technique was used to select One Hundred (100) Junior Secondary Class 2 from two junior public schools. The presence of different levels (ranging from mild to severe) of learning disabilities was the major criterion far this selection. Screening was conducted with the Myklebust Rating Scale (r = 0.76). Participants in the experimental group were exposed to five weeks of reading comprehension training using the directed reading thinking activity strategy. The control group was not treated. Three null hypotheses were formulated, while data collected were analysed using t-test statistics. The results showed that participants exposed to the directed reading thinking activity strategy performed better than their counterparts in the control group. Thus, since the directed reading thinking activity strategy was found to be superior to the conventional method.
Implications of hearing impairment on psychosocial adjustment of secondary school students with hearing loss
(2010-06) Isaiah, O. O.
This paper examined the fact that no matter how mild, moderate or severe the hearing loss of an individual, it has a way of affecting his/her psychosocial adjustment. Emphasis is therefore, placed on the meaning, causes, symptoms of hearing impairment, characteristics of students with hearing impairment, concept of psychosocial adjustment and the implications of hearing impairment on the psychosocial adjustment of students with hearing impairment. It is therefore; recommended that there should be early intervention programmes for children with hearing impairment, in order to help them adjust to school or society at large.
The need for counselling parents with special needs children and their families in adjusting to life situations
(Glory-Land Publishing Company, Ibadan, 2010-06) Idemudia, E. S.; Lazarus, K. U.
A critique of the blueprint on education for the gifted and talented persons in Nigeria
(Kamla-Raj, 2010-10) Adelodun, G. A.
A blueprint is a springboard for achieving target goals in any given endeavor. In 1986 a blueprint was prepared by the National Planning Committee on Education for the Gifted and Talented Children in Nigeria. Any form of defect recorded while formulating the blueprint will automatically affect goal achievement. It is against this background that the writer highlights all the inadequacies in the blueprint after which a position is taken with the belief that all the anomalies will be rectified and the desired goal will still be realized. Finally, considering the multi-modal nature of gifted education programme, the writer is of the opinion that the financial implications of running the programme are far reaching. It is therefore recommended that both the public and private sectors should team up with the three tiers of Government and be adequately involved in its funding.
Impact of Explicit and Visual Instructional Strategies on Vocational Interest of Pupils with Mild Intellectual Disability in Selected Schools in Ibadan, Nigeria
(2011) Ayodele, A.A
Vocational training is important in achieving economic empowerment and independence in persons with intellectual disability. However, pupils with intellectual disability often enter the labour market in Nigeria without receiving vocational training resulting into serious challenges to these pupils. Several existing research on pupils with intellectual disability focused on improving academic performance, while few studies have been done on enhancing their vocational interest using Explicit and Visual Instructional strategies. This study, therefore, investigated the impact of Explicit Instructional Strategy (EIS) and Visual Instructional Strategy (VIS) in enhancing the vocational interest of pupils with mild intellectual disability in Ibadan, Nigeria. The study adopted a pretest-posttest control group, quasi experimental research design with a 3x2 factorial matrix. Thirty primary five pupils with mild intellectual disability were purposively selected from three special schools for the handicapped in Ibadan, Oyo State, Nigeria. Selected pupils in each school were randomly assigned to the two experimental groups (EIS and VIS) and control group. Data were obtained using Slosson‘s Intelligence Test (r=0.86), Reading-Free Vocational Interest Inventory (r=0.90) and Socio-Economic Status Scale (r=0.87). Participants in the experimental groups were exposed to eight weeks of vocational interest training using EIS and VIS strategies. Five hypotheses were tested at 0.05 level of significance while data were analysed using descriptive statistics, t-test, Analysis of Covariance and Duncan post hoc test. The experimental groups (EIS and VIS) had higher vocational interest scores than those in the control group (F(2,29)=8.04; p<0.05). The Duncan post hoc test further showed that each of the three possible pairs of instructional groups was significantly different from one another (p<0.05). The group exposed to VIS had the highest post-test score (x=67.97) than the EIS (x=60.32) while the least post-test score was obtained by the control group (x=60.32). There was significant main effect of socio-economic status in enhancing vocational interest of pupils with intellectual disability (F(1,29)=4.454; p<0.05). Pupils with high socio-economic status background had higher vocational interest score ( x =65.73) than those with low socio-economic status. There was no significant effect of gender in enhancing of vocational interest of pupils with intellectual disability. The females obtained higher post-test mean score ( x =64.92) than their male counterparts ( x =64.04).Visual Instructional Strategy and Explicit Instructional Strategy were effective in enhancing the vocational interest of pupils with mild intellectual disability. Therefore, the two strategies should be adopted for use in enhancing vocational interest of pupils with intellectual disability, both in the general education classroom and in special education settings. Also, the government should organise in-service trainings like seminars, workshops and conferences for primary school teachers on the use of the instructional strategies in other to enhance the vocational interest of pupils with intellectual disability.
Adjustment programmes for adults with acquired hearing loss during the period of global economic melt down
(National Centre for Exceptional Children, 2011) Isaiah, O. O.; Ezele, N. E.
Metacognitive and Direct – Instructional Strategies as Determinants of Reading Skills among Students with Learning Disabilities in Secondary Schools in Ogun State, Nigeria
(2011) Adenigbagbe, O. G.
Reading skills are vital to successful learning in all school subjects. Students with learning disabilities are known to have difficulties in reading. Studies have been carried out on the usage of conventional methods in improving the comprehension skills of students with learning disabilities, but not much has been done on the use of metacognitive and direct-instructional strategies. This study, therefore, investigated the differential effectiveness of metacognitive and direct-instructional strategies on the comprehension skills of students with learning disabilities. The moderating effects of gender and age on the dependent variables were also explored. The study adopted a pretest-posttest, control group quasi experimental design with 3 x 2 x 2 matrix. The participants comprised 75 Junior Secondary II students with learning disabilities identified through the use of Myklebust‟s Pupils Rating Scale. They were assigned to two experimental groups (metacognitive strategies and direct-instructional method) and the control group. Three research instruments were used: The Pupils Rating Scale (r = 0.97), Reading Comprehension Ability Screening Test (r = 0.77) and Reading Comprehension Skill Test for students with Learning Disabilities (r = 0.79). Seven hypotheses were tested at 0.05 level of significance. Data collected were analysed using mean and standard deviation, Analysis of Covariance and Scheffe post hoc test. Graphs were used to disentangle the second order interaction effect of treatment, gender, and age. There was a significant main effect of treatment on the comprehension skills of participants. Students in metacognitive strategies group had highest mean score (x= 32.97), followed by direct-instruction (x= 31.55) while those in the control group (conventional methods) had the least performance ( x = 25.61). The observed mean difference among the three groups was statistically significant, F (2, 62) = 4.62; p < 0.05). The effect size of treatment was 13.0% and classified as moderate. There was no significant main effect of age and gender on the students‟ comprehension skills and no significant interaction effect, that is, treatment and gender, treatment and age, age and gender. However there was a significant interaction effect of treatment, age and gender (F2,62) = 3.79; p < 0.05. The effect size was 10.9 % which was also classified as moderate. Late adolescents in all the treatment groups had higher comprehension skills than their early adolescent colleagues. Metacognitive and direct-instructional strategies were effective in enhancing reading comprehension skills of students with learning disabilities. Metacognitive instruction was however found to be more effective in teaching reading comprehension skills to students with learning disabilities. Therefore, to foster greater comprehension skills among students with learning disabilities, metacognitive and direct-instructional methods should be applied. More specialist teachers in learning disabilities should be trained to assist students with reading comprehension problems.
Effects of Emotional Intelligence and Locus of Control on the Psychological Well-Being of Adolescents with Visual Impairment
(2011) Ajobiewe, A. I
Psychological well-being of adolescents with visual impairment has been a source of great concern. Most often, efforts have been focused on academic progress, achievements and performance, with very little attention given to their psychological well-being. The attainment of a good quality psychological well-being of adolescents with visual impairment is observed to be fundamental in order to cope with the challenges imposed on them by their visual impairment. Observably, the documented training programmes on Emotional intelligence and Locus of Control focused on adolescents without visual impairment. This study, on the contrary investigated the effectiveness of emotional intelligence and locus of control training in enhancing the psychological well-being of adolescents with visual impairment in Oyo and Ondo States, Nigeria. A Pretest-posttest, control group, quasi experimental design with 3x2x2 factorial matrix was adopted. The sample consisted of one hundred and twenty participants with visual impairment. Ninety-one totally blind and twenty-nine partially sighted adolescents were drawn from three integrated secondary schools purposively selected for the study; junior secondary school classes I and II and senior secondary school classes I and II. They were randomized into the two treatment conditions (Emotional Intelligence and Locus of Control) and the control group. Two instruments – Snellen Scale (Screening Scale) and the adapted version of Ryff’s Scale of Psychological Well-being (r=0.77) were used. Seven null hypotheses were tested at 0.05 level of significance, data were analysed using Analysis of Covariance (ANCOVA) and Duncan post hoc test. There was significant main effect of treatment on the psychological well-being of the participants (F(2,107) = 21.02; p<0.05). The Emotional Intelligence group had the highest post-test psychological well-being mean score (x= 80.0), followed by the Locus of Control group (x=75.1) and then the control group ( x = 61.5). Type of visual impairment had no main significant effect on the participants’ psychological well-being though the partially sighted obtained higher post-test psychological well-being score ( x = 74.9) than those with total blindness ( x =71.1). Gender had no significant main effect on psychological well-being of adolescents with visual impairment. Male participants recorded higher mean score ( x = 72.1) while female participants had mean score ( x = 70.1). Also no significant interaction effects of treatment, gender and type of visual impairment on the psychological well-being of participants were observed.Emotional intelligence and Locus of control training were effective in enhancing the psychological well-being of adolescents with visual impairment. Therefore, the two treatments were recommended for use in managing adolescents with visual impairment. It is recommended that adolescents with total blindness should be exposed to more therapeutic treatments in order to improve on other areas of psychological problems
Demographic and Psycho-Social Background as Correlates of Parents’ Perception of Causes of Mental Retardation among School Children in South-Western Nigeria
(2011) Adeyemi, T. A.
There are contradictory opinions surrounding the causes of mental retardation among parents of children with mental retardation. The causes on one hand may be genetic and on the other may be largely attributed to mystical forces. Previous studies have tried to ascertain the causes of mental retardation in families but they have not been able to establish the actual etiology. However, demographic and psychosocial factors are also important factors worthy of investigation in identifying the causes of mental retardation. This study, therefore, investigated the demographic and psycho-social background as correlates of parents‘ perception of the causes of mental retardation in 15 special education primary schools in South-Western, Nigeria. This study adopted a descriptive survey design of the ex-post facto type. Purposive sampling technique was used to select 606 respondents, 338 women and 268 men who were parents of children with mental retardation. These parents were met during Parent Teacher Association meeting at different occasions in all the schools. Data were collected using Parents‘ Perception of Mental Retardation Scale (r=0.68) and Mental Retardation Determinant Scale (r=0.77). Six research questions were answered and three hypotheses tested at the 0.05 level of significance. Data collected were analysed using multiple regression and analysis of variance. The psycho-social variables have a multiple correlation with the dependent variable (chances of giving birth to a child with mental retardation) (R=0.86). This joint correlation is shown to be significant (F(7,598)=247.48; p<0.05). The psycho-social variables accounted for 74.3% of the total variances in the chances of giving birth to a child with mental retardation. Three of the psycho-social variables have significant (p<0.05) relative contribution to the chances of giving birth to a child with mental retardation. These are cultural practices (β=0.36; t=15.92; p<0.05); birth order (β=0.09; t=3.65; p<0.05) and birth trauma (β=0.07; t=2.921; p<0.05). Socio-economic status and disease during the child‘s development have no significant relative contribution. It was also discovered that one in every three women that have children with mental retardation is between age 35 and 40. Large proportion of women (77.7%) that have children with mental retardation had no complication during pregnancy and (72.3%) had no difficulties during labour. Demographic and psycho-social variables were perceived to have jointly contributed to predicting mental retardation in children. Therefore, there is need for public enlightenment on the causes of mental retardation. Efforts should be made to educate and counsel parents of children with mental retardation on the causes and proper management of the condition.
The role of guidance counsellors in the career development of adolescents and young adults with special needs
(British Journal Publishing INC., 2011) Lazarus, K. U.; Ihuoma, C.
Guidance counsellors work individually and with other educators to meet the developmental needs of all students, including those with special needs or disabilities. Significantly, they focus on the academic, career, and personal/social developmental needs of all students, including those with special needs. Inconsistencies in the roles of practising guidance counsellors have caused some specialists in education to begin to address the emerging role of the counsellor regarding students with special needs, especially with respect to their career development. Since the level of happiness an individual exudes in life is closely related to the type of career the person chooses, and other career development activities relating to job retention and .advancement, guidance counsellors must endeavour to expose their students to several career development activities in order to help them to successfully, choose occupations, prepare for, enter into and progress in them. This paper discusses what career development is and some theories of career development. It also discusses factors that affect career choice. It highlights who the special needs persons are as well as the role of guidance counsellors in career development of special needs adolescents and young persons.
Environmental and Personality Factors as Correlates of Psychological Adjustment of Adolescents with Hearing Impairment in Secondary Schools in Oyo State, Nigeria
(2011) Isaiah, O. O.
Adolescents with hearing impairment are often viewed as individuals who are psychologically maladjusted as a result of poor environmental and personality factors. Consequently, their senses of belonging in the society have been reduced to the extent that their self image have been affected. Although, several studies on adolescents with hearing impairment have focus on their academic performance, but little attempt have been made to examine or study the environmental and personality factors. This study, therefore, examined the environmental and personality factors as correlates of psychological adjustment of adolescents with hearing impairment in secondary schools in Oyo state, Nigeria. The survey research design was adopted. The Purposive sampling technique was used to select 233 adolescents with hearing impairment from four integrated secondary schools in Ibadan, Oyo and Ogbomoso, Oyo State. Four research instruments were used for data collection: Adolescents Home and School Adjustment Questionnaire (r=0.86), personality types Questionnaire (r=0.84), Adjustment to Hearing Loss Questionnaire (r=0.83) and Psychological Adjustment Inventory (r=0.68). Three research questions were answered and six hypotheses were tested at the 0.05 level of significance. Data were analysed using descriptive statistics, Pearson Product Moment Correlation, Chi Square and Multiple Regression. Home environment (r=0.812, p< 0.05) and school environment (r=0.773, p< 0.05) were positively correlated with psychological adjustment of adolescents with hearing impairment. Home environment, school environment, age of onset and degree of hearing loss significantly predicted psychological adjustment of adolescents with hearing impairment (F(4,226) = 1014.54 p<0.05) and contributed 94.7% of the total variance to the dependent variable. However, age of onset and degree of hearing loss were not significantly correlated with psychological adjustment of adolescents with hearing impairment. Also, there were no significant associations among personality types, gender and psychological adjustment of adolescents with hearing impairment. The relative contributions of the independent variables to the psychological adjustment of adolescents with hearing impairment are as follows: home environment (β=0.624), school environment (β=0.570), age of onset (β=0.004), and degree of hearing loss (β=0.000) respectively. Home environment, school environment and personality types are important factors that enhanced psychological adjustment of adolescents with hearing impairment. Therefore, the government, parents and other stakeholders who are involved in the education of adolescents with hearing impairment should create an atmosphere that could enhance their psychological adjustment.
HIV/AIDS education and persons with special needs
(2011-06) Isaiah, O. O.; Idemudia, S.
HIV AIDS has become a threat to human existence especially in developing countries like Nigeria, although, several attempts have been made by both governmental and non-governmental to prevent it. These attempts are commendable, but the persons with special needs in our society seem to be neglected virtually in all awareness campaign programmes aimed at reducing at-risk practices among members of the society. It is evident from observation that sex education is not included in the curriculum for persons with special needs, they are not encouraged by stakeholders to attend voluntary HIV AIDS counselling and tests. These make at risk HI V AIDS practice very high among them. Based on these findings, the following recommendations are given: HIV AIDS education should be included in the curriculum for persons with special needs, the quality of life of persons with special needs would be a good Step towards reducing their at-risk practices, voluntary HIV AIDS counseling, tests and referral opportunities should be made available to them and there should be collaboration among the government and other stakeholders in order to combat HIV AIDS at risk behaviours among persons with special needs. This paper examined the level of HIV/AIDS awareness, at risk practices and preventive education among persons with special needs.
An appraisal of the applications of cognitive learning theories in the management of students with learning disabilities
(Glory-Land Publishing Company, Ibadan, 2011-06) Lazarus, K. U.
Gender difference as a major determinant of creative behaviour among junior secondary school students in Oyo, Osun and Ogun States, Nigeria
(2011-06) Adelodun, G. A.
It is interesting to note that the government of Nigeria has become increasingly aware of the need to nurture creative Nigerian children. Government awareness has been partly informed by the need to implement the National Policy on Education, including the aspect that has to do with special education. It. should be borne in mind that one of the objectives of special education as stipulated in the National policy on Education is that opportunities will be provided for creative children to develop at their own pace in the interest of the nation's economic and technological development. This awareness has been further reinforced by Government's pronouncements on the need for the education of creative Nigerian. There is a strong argument in the literature that creative people are capable of launching the society into the much-desired technological age and that creativity is a highly valued behaviour. There is also very strong evidence in the literature that certain factors determine creative behaviour (Sylvia, 2000). According to Sylvia, some of the factors that determine creative behaviour include: Peer pressure, Attitudinal disposition of teachers and Gender. For the purpose of this study, attention was focused on Gender difference as a major determinant of creative behaviour. The study adopted 'ex-post facto' research design. Stratified random sampling technique was used for the selection of 1,800 respondents out of 2,620 representing 69 percent of the total population. The mean age for the participants was 13.49 years. Data were collected using two valid and reliable research instruments namely: Ibadan Creativity Assessment Scale ( ICAS) a — 0.76 and Creative Behaviour Determinant Scale ( CBDS) a = 0.84. The data were analysed using t-test. The findings showed that there was no significant difference between male and female students and their creative behaviour (t=13; df=1798; p >. 05).