scholarly works

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

Browse

Has files: YesSubject: search.filters.subject.Intellectual disability

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    SOCIO-PERSONAL FACTORS AS PREDICTORS OF PSYCHOLOGICAL WELL-BEING OF PUPILS WITH MILD INTELLECTUAL DISABILITY IN THE SOUTH-WEST, NIGERIA
    (2023-06) ENWEREOYE, O. N.
    Psychological well-being, a core feature of mental health that describes an individual’s emotional state, is an indication for good quality of life. Reports show that many pupils with mild intellectual disability in the south-west, Nigeria usually experience deficits in psychological well-being. Previous studies focused more on the acquisition of functional academic and adaptive skills of Pupils with Mild Intellectual Disability (PsMID) than on socio-personal factors (self-esteem, social competence, loneliness and aggression) influencing their psychological well-being. This study, therefore, was carried out to investigate the socio-personal factors (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) as predictors of psychological well-being of pupils with mild intellectual disability in the South-west, Nigeria. Ryff’s Psychological Well-being and Vygotsky’s Socio-cultural theories provided the framework, while the study adopted the descriptive design of the correlational type. The multi-stage sampling procedure was used. The six states in the south-west, Nigeria were enumerated. The purposive sampling technique was adopted to select 28 government-owned primary special schools within the six states. Based on the Slosson Intelligence Test-Revised, 350 PsMID with intelligence quotient of 52-68 were selected. The instruments used were Slosson Intelligence Test-Revised (r=0.86), Home Background Questionnaire (r=0.75), Self-esteem (r=0.75), Social Competence (r=0.90), Loneliness (r=0.83), Depression (r=0.75), Aggression (r=0.72), Anxiety (r=0.87) and Psychological Well-being (r=0.75) rating scales. Data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance. The respondents’ age was 14.48±3.43 years, and 53.4% were male. The respondents’ states of residence were Oyo (38.9%); Osun (20.3%); Lagos (18.9%); Ogun (8.0%); Ekiti (7.1%) and Ondo (6.9%). The respondents’ levels of aggression (x ̅=2.57) and self-esteem (x ̅=2.55) were high against the threshold of 2.50, as well as their levels of anxiety (x ̅=1.97) and social competence (x ̅=2.20) against the threshold of 1.50 respectively; while their levels of loneliness (x ̅ =2.43) and depression (x ̅=2.31), were low against the threshold of 2.50. Social competence (r = 0.23) had a significant positive relationship, while loneliness (r = -0.18) had a significant negative relationship with psychological well-being of PsMID. There was a significant joint contribution of the independent variables (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) to the psychological well-being of PsMID (F (7; 342) = 4.85; Adj. R2 = 0.072), accounting for 7.2% of its variance. Social competence (β=0.22), loneliness (β= -0.17), and aggression (β=0.12) had significant contributions to the prediction of psychological well-being of PsMID. Social competence positively influenced the psychological well-being of pupils with mild intellectual disability in the south-west, Nigeria, while loneliness negatively influenced their psychological well-being. Special educators, caregivers, parents and school administrators should pay attention to these factors to ensure optimal psychological well-being among pupils with mild intellectual disability.
  • Thumbnail Image
    Item
    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.