DEPARTMENT OF SPECIAL EDUCATION
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Item Students’ personality factors as correlates of academic performance among gifted underachievers in selected secondary schools in Ibadan(2016-06) Adelodun, G. A.; Okesanjo, T. Y.The study investigated students' personality factors as correlates of academic performance among gifted underachievers in selected secondary school in Ibadan, Nigeria. It examined the relationship between the students' personality and their academic performance especially gifted underachievers. The population consisted of gifted underachievers in selected senior secondary schools in Ibadan. A total sample of 100 gifted under achieving students were randomly selected from five out of eleven local government areas in Ibadan. A validated instrument titled International Personality Item Pool was used to elicit information from the students. Results showed that conscientiousness, extraversion, neuroticism, agreeableness, and openness jointly predict students' academic performance (p<0.05). This implied that when these five variables jointly influence students' academic performance. Openness was highly significant (t 6.880; p<0.05) and affect students' academic performance. However, there are no significant relationship between neuroticism and students' academic performance; extraversion and students' academic performance; agreeableness and students' academic performance; and conscientiousness and students' academic performance, (p> 0.05).Item The relationship between learning style, teachers personality and academic performance of gifted underachieving students in Nigeria(Department of Guidance and Counselling, Faculty of Education, University of Ibadan, Ibadan, 2015-07) Adelodun, G. A.; Okesanjo, T. Y.This paper examines the relationship between learning style, teachers' personality and academic performance of gifted underachieving students. Education is a continuing process to develop an individual's potential towards academic performance with various skills that are holistic and integrated. Gifted underachieving students may not believe that they can do well. A lack of confidence in their skills inhibits them from attempting tasks in which they do not believe they can succeed, therefore this study examines the causes of underachievement as well as characteristics of gifted underachievers as they may seem rebellious, show marked hostility towards adult figures and general distrust of adults among others. In addition, the influence that learning style and teachers' personality have on academic performance of gifted underachieving students were discussed as well as meaning and concept of variables of interest such as gifted underachievers, learning styles, teachers' personality and academic performance. It was concluded that if unchallenging scholastic environments produce underachieving gifted students, then providing intellectual challenge and stimulation at all grade levels should decrease underachievement. Finally, it was recommended that teachers should design teaching and learning methods that are best suited for the individual style of each student. Furthermore, students' thinking style should be included in the teacher education programme. Such knowledge will enable teachers to develop effective teaching methods and pedagogical strategies to respond to the diverse thinking styles of students in science classroom.