scholarly works

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/556

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Author: search.filters.author.Isaiah, O. O.End date: 2019

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    The challenge of implementing inclusive education for children with hearing impairment in Nigeria
    (2012-07) Isaiah, O. O.; Aderibigbe, S. A.
    This paper examined the concept of inclusive education, the characteristics of children with hearing impairment, benefits and the challenges of inclusive education. The authors identified some findings that highlighted the problems facing inclusive education in developing countries The paper finally focused on factors that could enhance the successful implementation of inclusive education especially in developing countries like Nigeria.
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    Perceived social and educational problems encountered by students with hearing impairment in inclusive schools in federal capital territory, Abuja
    (2019-12) Isaiah, O. O.; Onitada, I. T.
    Inclusion of students with hearing impairment into regular schools came as education policies in Nigeria so that long tends of exclusion of students with hearing impairment from school get resolved. The rationale behind inclusion was not only academic gain but also the development of the social relation of students with hearing impairment with members of the society. This study examined the perceived social and educational problem encountered by students with hearing impairment in inclusive schools in Federal Capital Territory (FCT), Abuja. Three research questions were generated for the study. The descriptive survey design was adopted for the study. One hundred (100) students with hearing impairment were drawn from ten (10) Inclusive schools in FCT, Abuja. One instrument of two parts was used for the purpose of data collection. Descriptive and Inferential statistics were used for the data analysis. The results showed that students with hearing are confronting various challenges in the schools such as low self-esteem, the inadequacy of teaching and learning materials and the lack of attention from school personnel. Also, the students with hearing impairment do not a significant difference in challenge they faced based on age and gender.
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    Towards improving participation of students with hearing impairment in leisure and recreational activities for their social adjustment in Nigeria
    (International Council for Health, Physical Education, Recreation, Sport and Dance. ICHPERSD Africa Region., 2019-06) Isaiah, O. O.
    Participation of students with hearing impairment in leisure and recreational activities in Nigeria is very low, due to some social and attitudinal factors. This has contributed to their low level of social adjustment. This paper examined improving participation of students with hearing impairment in leisure and recreational activities in Nigeria. The concepts of hearing impairment, leisure and recreational activities, as well as, benefits of leisure and recreational activities to students with hearing impairment, guidelines for improving participation of students with hearing impairment in leisure and recreational activities and barriers to their participation were also examined. Recommendations were given based on the issues raised in the paper.
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    Influence of personal and environmental factors on psychological well-being of students with hearing impairment in Ibadan, Oyo State
    (Journal of the Department of Special Education, University of Ibadan, 2018-07) Isaiah, O. O.; Ajayi, E. O.
    The poor state of the psychological well-being of students with hearing impairment has been worrisome to researchers, teachers, parents and students with hearing impairment over the years. Hence, this study examined influence of personal and environmental factors (Parental involvement and social support) on psychological well-being of students with hearing impairment. The descriptive research design of the correlational type was adopted. Purposive sampling technique was used to select 100 students with hearing impairment from three senior secondary schools in Ibadan, Oyo State, Nigeria. Data were collected with: Personality Questionnaire (r = 0.87), Parental Involvement Questionnaire (r =.0.79), Social Support Scale (r = 0.82) and Ryff Psychological Wellbeing Scale (r = 0.85). Data were analysed using Pearson product moment correlation and Multiple regressions at 0.05 level of significance. The results showed that:. Personality (r = . 727), Parental Involvement (r = .446) and Social Support (r = .806) positively correlated with psychological well-being. Personality, parental involvement, and social support jointly contributed to psychological well-being of students with hearing impairment. The relative contributions of the independent variables to psychological well-being were as follows; personality ([I = 0.622, t-7/377), parental involvement (/3 = 0.205, t=4.093) and social support (ft - 0.622, t-12.161). Personality, supportive parental involvement and positive social support are important determinants of psychological wellbeing of students with hearing impairment in Ibadan, Oyo State, Nigeria. Parents, teachers and members of the community where students with hearing impairment live, should make the environment friendly in order to help boost their psychological wellbeing.
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    Correlates of academic -stress among students with hearing impairment in Ibadan, Oyo state, Nigeria
    (2018-12) Isaiah, O. O.; Popoola, O.
    This study investigated the correlates academic stress among students with hearing impairment in Ibadan, Nigeria. The descriptive survey research design of the correlational type was used to carry out the study. A total of 100 hundred students with hearing impairment from three secondary schools were selected using purposively sampling technique. Four instruments namely: academic stress scale, self-concept inventory, parental involvement scale and emotional intelligence Questionnaire were used for data collection. Three research questions were raised to guide the conduct of the study. Data were analysed using Pearson Product Moment Correlation Coefficient and Multiple Regression. Results showed that there was a significant relationship between Emotional Intelligence, Self Concept, Parental Involvement and Academic Stress among students with hearing impairment. Also, there was significant joint contribution of emotional intelligence, self-concept and parental involvement to academic stress. The relative contribution of the independent variables to dependent variable showed the following order: self-concept, emotional intelligence and parental involvement. It was recommended that the parents and teachers should help the students with hearing impairment reduce academic stress among them.
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    Improving access of persons with hearing impairment to employment opportunities through collaboration of stakeholders in Oyo state, Nigeria
    (Department of Social Work, University of Ibadan, Nigeria, 2018-06) Isaiah, O. O.; Ezele, N. E.
    This study examined access to employment opportunities by individuals with hearing impairment through stakeholders’ collaboration. Descriptive survey research design was adopted to carry out the study. Purposive sampling technique was used to select 87 coworkers and government officials (stakeholders) in Oyo State, Nigeria. Three research questions were answered. A self designed questionnaire-Access to Employment by Persons with Hearing Impairment Questionnaire (AEPHIQ) (r=0.77) was used to collect data. The data collected were analysed, using descriptive statistics of frequency count and percentage. The study revealed that the level of awareness of stakeholders about disability and employment was very low, the attitude of stakeholders towards employees with hearing impairment was negative and there was no collaboration of stakeholders about the employment of employees with hearing impairment. There should be increased level of awareness of stakeholders about disability and employment, societal attitude towards employees with hearing impairment should be positive and there should be collaboration among stakeholders concerning the employment of employees with hearing impairment. These will improve access to employment of individuals with hearing impairment.
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    Effects of assertiveness skills training and shaping strategy on social skills of students with hearing impairment in Ibadan, Oyo state, Nigeria
    (Department of Social Work, University of Ibadan, Nigeria, 2017-06) Isaiah, O. O.; Babarinde, A. C.
    The study determined the effect of assertiveness skills training and shaping strategy on social skills of students with hearing impairment in Ibadan, Oyo State, Nigeria. It employed pre-test, post-test, control group, quasi-experimental design of 3 x 2 Factorial matrix. A total of 30 senior secondary school students with hearing impairment were selected, using purposive sampling technique. Two instruments were used to identify the level of social skills of the participants at pre-test and to test the effectiveness of the treatment at the post-test levels. Three hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA) and Schefee Posthoc analysis. The results indicated that assertiveness skills training and shaping strategy were effective in improving the social skills of students with hearing impairment as indicated in higher mean scores obtained by the participants. However, self-concept has no significant main effect on the social skills of students. Based on the findings of the study, it was recommended, therefore, that assertiveness skills training should be used by teachers to enhance the social skills of students with hearing impairment.
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    Correlates of job satisfaction among teachers of students with hearing impairment in Ibadan, Oyo state, Nigeria
    (2016-12) Isaiah, O. O.
    This study investigated the relationship among gender, marital status, self efficacy, incentives and job satisfaction among teachers of students with hearing impairment in Ibadan, Oyo State, Nigeria. This is against the background that teachers commitment and productivity will depend on how satisfied they are in terms of personal, psychological and environmental factors. The sample consisted of 60 secondary school teachers of students with hearing impairment in Ibadan (Male = 31, female = 29). The respondents were selected using purposive sampling technique. Data were collected using Teachers of students with hearing impairment job satisfaction Questionnaire (r=0.86). Results showed that Gender (r-271) and self efficacy (r=.263) had significant relationship with job satisfaction among teachers of students with hearing impairment. While marital status, incentives and years of teaching experience did not. The independent variables (gender, self efficacy marital status, incentives and years of teaching experience jointly contributed to job satisfaction among teachers of students with hearing impairment (Adj. R2=0.178). This means that 17.8% of the variance in job satisfaction is accounted for by the independent variables. The relative contributions of the independent variables to the dependent variable in order of magnitude showed that: Gender ((3=0.559), self efficacy ((3=0.417), Marital status ((3=0.245) and years of teaching experience (3=0.125). It is recommended that the government should ensure that teachers of students with hearing impairment’s conditions of service are improved, so that they could be job satisfied. This will influence their productivity and performance.
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    Effects of rational emotive behaviour and relaxation therapies on management of test anxiety among students with hearing impairment in Ibadan, Oyo state, Nigeria
    (College of Applied Education and Vocational Technology, Tai Solarin University of Education, Ijebu-Ode, Nigeria, 2016-03) Isaiah, O. O.; Oladipupo, W.
    Test taking becomes a tensed competition among students, particularly, students with hearing impairment who suffer significant academic setback, struggle hard with their hearing counterparts in test taking, creating varying degrees of test anxiety among this category of students. Thus, it became imperative to seek therapy that can best manage test anxiety among students with hearing impairment. This study therefore, examined the effect of rational emotive behaviour (REBT,) and relaxation (RT) therapies on test anxiety management among students with hearing impairment. The study adopted a pretest-posttest control group quasi-experimental research design with 3x2x2 factorial matrix. The study was conducted in 3 schools for students with hearing impertinent within Ibadan metropolis. 60 students were purposively select Jar the study. Each study group was pretested with English language achievement test at first session and post tested at last session to get the effectiveness of the treatments. Seven hypotheses were tested at 0.05 level of significance. Data were analyzed using analysis of covariance (ANCOVA,), scheffe post-HOC was used to establish the area of significance. Both REBT and RT were found to be effective in reducing test anxiety among students with hearing impairment. (F(2,36) = 20.668 P< .05, = .605). Gender among students with hearing impairment as represented in the result, (F(J3? = 6.597 P<.05,ul2=.196,) and (F0,37) — 4.498, P <.05, = .143) respectively. There was no significant main or interaction effect of treatment on gender and academic self-concept among the participants. It was concluded that both REBT and RT were good in reducing test anxiety among students with hearing impairment. Therefore, it was recommended that teachers and stakeholders should employ the use of REBT and RT in reducing test anxiety among students with hearing impairment. Positive academic self- concept should be enhanced among these students.
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    Predictors of risky health behaviours among secondary school students with hearing Impairment
    (2015-04) Isaiah, O. O.; Ola, T. A.
    Like every adolescent, students with hearing impairment engaged in Risky Health Behaviour (RHB) such as alcohol consumption, cigarette consumption, drug abuse, inadequate physical activities, unhealthy dietary behaviour as well as indiscriminate sexual acts. These activities have therefore become issues of public health concern. Previous studies have focused majorly on the academic performance, emotional stability and psychological adjustment of students with hearing impairment than on their RHB and its socio-economic predisposing factors. This study, therefore, examined social (discrimination, home, health awareness, peer influence and false belief) and economic (poverty and purchasing power) factors as predictors of RHB among Secondary School Students with Hearing Impairment (SSSHI) in south-west, Nigeria. The study adopted a descriptive survey design. Purposive sampling technique was used to select 980 students with hearing impairment from some secondary schools in southwest Nigeria. Five hypotheses were tested at 0.05 level of significance. Data was analysed using descriptive statistics, multiple regression. Social and economic factors had significant composite contribution to RHB (F(7,973)=22.80; R=0.37) and accounted for 17.0% of the variance of RHB. The relative contributions of the independent variables to risky health be behaviour are: Peer influence (P=0.25), Purchasing power (P=0.23), discrimination (0.15), poverty (P=0.10) home (P=0.08), false belief (P=0.07) and health awareness (0.02). Unfriendly home situation, negative peer influence, false beliefs, poverty and low purchasing power predicted risky health behaviour among secondary school students with hearing impairment. Therefore, government should organise periodic health and sensitization programmes on health issues for students, parents and teachers.