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Item Effect of graphic organizer and self-monitoring strategies on off-task behaviour among students with hearing impairment in Ibadan, Oyo State, Nigeria(Journal of the Department of Special Education, University of Ibadan, 2021-07) Isaiah, O. O.; Oyawole, M. O.Off-task behaviour is an inattention in the classroom that if not checked or controlled can jeopardize learning outcomes among learners. Students with hearing impairment are not excluded from off-task behaviour as their condition makes them more susceptible or vulnerable. However, there is little or insignificant research effort on off-task behaviour among learners with hearing impairment. This study therefore, examined the effects of graphic organizer and self-monitoring strategies on the management of off-task behaviour among students with hearing impairment in Ibadan, Oyo state, Nigeria. Pretest-posttest control group, quasi experimental design was adopted, three secondary schools for students with hearing impairment in Ibadan were purposively selected. Thirty-seven students with hearing impairment were randomly sampled for the study. The participants were randomly assigned to two experimental groups and control group, and the treatment lasted for eight weeks. Three instruments were used for data col lection. Three hypotheses were tested at 0.05 level of significance. The data collected were analysed using descriptive statistics, analysis of covariance and Scheffe post-hoc. There was a significant main effect of treatment on management of off-task behaviour (F(2.23)= 8.109, p = 0.002 <0.05, η=0.41). The participants exposed to self-monitoring had the highest mean score (x 116.70) followed by the Experimental 1 Group (EGI) score (x= 102.50) while Control group (CG) group had the lowest mean scores of (x- 87.12). Gender had no significant main effect on the management of off-task behaviour of the participants. There was no interaction effect of treatment and gender on off-task behaviour of the participants. Graphic organizer and self-monitoring enhanced the management of off-task behaviour among the students in the study. The two strategies should be adopted to reduce the off- task behaviour of students with hearing impairment.Item Effects of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan(Department of Pure and Applied Psychology, Adekunle Ajasin University, Akungba-Akoko, Nigeria, 2016-06) Lazarus, K. U.; Aransiola, M. O.The study determined the effect of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan. Oyo State, Nigeria, using a pretest- posttest, control group, quasi-experimental research design with a 3 X 2 factorial matrix. Using a multi-stage sampling procedure, three secondary schools and sixty (60) students with learning disabilities were selected and assigned to two experimental groups (self- monitoring and self-questioning) and control group. The Pupil Rating Scale (r = 0.89), Expository Text Difficulty Test (r = 0.91), Reading Comprehension Test on Civic Education Expository Passages (r = 0.79) and Modified Sherer Self-efficacy scale (r = 0.82) were the instruments used for the study. Participants in the experimental group* were instruct tonally guided while those in the control group were taught with the conventional method. Three hypotheses were tested at 0.05 significant level, and data analysed, using Analysis of Covariance (ANVOCA), estimated marginal mean and Sidak post hoc test. The main effect of treatment was found to be significant (F(2.57) = 20.217; p< 0.05; η(2)= .822). In effect, participants exposed to self-monitoring strategy had the highest mean score of (x = 16.20), followed by those in self- questioning strategy group (x = 15.60), showing better performance than the control group (x = 10.30). The result also revealed that the main effect of self-efficacy is significant on comprehension of expository texts among students with learning disabilities (F(1.58) = 48.720 p <0.05,η(2) = .457). Also, the interaction effect of treatment and self-efficacy was significant (F(2.57) = 16.394; p< 0.05; η(2) = .822). This implies that self-efficacy equally played a significant role in enhancing performance of the students in expository texts. Based on these findings; useful recommendations were made: which included that teachers of students with learning disabilities should adopt self-monitoring and self-questioning strategies to teach comprehension of expository texts to students with learning disabilities.Item Effects of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan(Department of Pure and Applied Psychology, Adekunle Ajasin University, Akungba-Akoko, Nigeria, 2016-06) Lazarus, K. U.; Aransiola, M. O.The study determined the effect of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan. Oyo State, Nigeria, using a pretest- posttest, control group, quasi-experimental research design with a 3 X 2 factorial matrix. Using a multi-stage sampling procedure, three secondary schools and sixty (60) students with learning disabilities were selected and assigned to two experimental groups (self- monitoring and self-questioning) and control group. The Pupil Rating Scale (r = 0.89), Expository Text Difficulty Test (r = 0.91), Reading Comprehension Test on Civic Education Expository Passages (r = 0.79) and Modified Sherer Self-efficacy scale (r = 0.82) were the instruments used for the study. Participants in the experimental group* were instruct tonally guided while those in the control group were taught with the conventional method. Three hypotheses were tested at 0.05 significant level, and data analysed, using Analysis of Covariance (ANVOCA), estimated marginal mean and Sidak post hoc test. The main effect of treatment was found to be significant (F(2.57) = 20.217; p< 0.05; η(2)= .822). In effect, participants exposed to self-monitoring strategy had the highest mean score of (x = 16.20), followed by those in self- questioning strategy group (x = 15.60), showing better performance than the control group (x = 10.30). The result also revealed that the main effect of self-efficacy is significant on comprehension of expository texts among students with learning disabilities (F(1.58) = 48.720 p <0.05,η(2) = .457). Also, the interaction effect of treatment and self-efficacy was significant (F(2.57) = 16.394; p< 0.05; η(2) = .822). This implies that self-efficacy equally played a significant role in enhancing performance of the students in expository texts. Based on these findings; useful recommendations were made: which included that teachers of students with learning disabilities should adopt self-monitoring and self-questioning strategies to teach comprehension of expository texts to students with learning disabilities.