DEPARTMENT OF SPECIAL EDUCATION
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/555
Browse
4 results
Search Results
Item Parenting styles and socio-economic status as predictors of social adjustment of children with autism in Ibadan, Oyo state, Nigeria(2020) Mbah, V. I.; Osisanya, A.Autism spectrum disorders (ASD) is a neurobehavioural disorder characterized by difficulty in social and communicative impairments, which usually affect the ability to form relationships. Due to this, parents of children with autism encounter challenges in the process of parenting which influences the home-social adjustment of these children. Thus, the study examined parenting styles and parental socio-economic status as predictors of home-social adjustment of children with autism. This study adopted a descriptive research design of correlational type. Purposive sampling technique was used to select thirty children with Autism Spectrum Disorder. Questionnaires were further used to gather data on parenting style, parental socio-economic status and social adjustment of children with Autism Spectrum Disorder. Data collected were analysed using Pearson's product moment correlation and multiple regression analysis. The result revealed that parental socio-economic status (r = ,8ll,p<0.05), authoritative (r = .546, p<0.05) and permissive parenting styles (r = .648, p<0.05) were significantly correlated with social adjustment. Authoritarian parenting style was negatively and significantly correlated with social adjustment (r = -.425, p>0.05) while permissive parenting style was negatively and not significantly correlated with social adjustment (r = -. 073, p>0.05) among children with ASD. Thus, parenting styles such as authoritative and permissive parenting styles had significant contribution to social adjustment of children with autism while authoritarian and neglectful parenting styles had insignificant contribution to social adjustment of children with autism. Also, parental socio economic status had significant contribution to social adjustment of children with autism. Therefore, parents of children with ASD should adopt positive parenting in order to promote healthy social relationship. Also, parents should be their children advocate by making their needs known to the member of the public.Item Effect of auditory training and speech reading on speech discrimination ability of children with hearing loss in Ibadan, Oyo State, Nigeria(Humanities Institute, Kangwon National University, Korea, 2020-06) Unuofin, P. E.; Osisanya, A.Children with hearing loss have poor speech discrimination ability as a result of the loss of auditory capacity to recognize and discriminate speech, sounds. Past studies were focused largely on the rehabilitation of the auditory systems towards efficient speech recognition ability with little attention paid to the rehabilitation of speech discrimination difficulty. This study, therefore, was designed to determine the effect of auditory training and speech reading on the speech discrimination ability of children with hearing loss. The moderating effects of the degree and age of onset of hearing loss were also examined. The study adopted the pretest-posttest control group quasi-experimental design of 3x2x3 factorial matrix. Multi-stage sampling technique was used to select the three schools used, while the thirty participants involved were purposively selected based on their degree and onset of the hearing loss. The participants were randomly assigned into auditory training (10), speech reading (10) and control (10) groups. The treatment lasted ten weeks. The instruments used were the adapted version of the Clement Ayodele Bakare Speech Discrimination Test List (r = 0.75) and Masy Part LaForest Experimental Speech Sound Discrimination Test List (0.72). Data were analysed using Analysis of Covariance and Scheffe Post-hoc test at 0.05 level of significance. There was a significant main effect of treatment on the participants speech discrimination ability (F (2,13) = 10.008, partial2 = 0.56). Participants in the speech reading group had the highest mean score (49.00), followed by those in auditory training (42.33), while those in control group had the lowest mean (33.33). There was no two-way interaction effects of degree and onset of hearing loss on the speech discrimination ability of children with hearing loss. The study also revealed insignificant three-way interaction effects of treatment, degree, and onset of hearing loss on the speech discrimination ability. Auditory training and speech reading exercises were effective in enhancing speech discrimination ability of children with hearing loss in Ibadan, regardless of the degree and onset of hearing loss. However, speech reading showed better outcome than auditory training. Therefore, audiologists, hearing therapists and speech therapists should adopt these strategies towards improving the speech discrimination ability of children with hearing loss.Item Auditory and non-auditory effects of consistent-use of mobile- telephone in Ibadan-Oyo State, Nigeria(2020-05) Lawal, A. O.; Osisanya, A.Consistent exposure to sound generated by mobile phone have continued to pose threat on the human hearing functions. Adolescents are more likely than any other group to utilize the device for music playing functions, continued calls and other numerous functions. Thus, this study therefore, investigated the auditory and non- auditory effect of consistent-use of mobile telephone among adolescents in Ibadan Metropolis. The study adopted an ex-post facto research design. The sample of the study comprised 500 participants purposively selected. Data were analyzed using percentage, frequency and chi-square. The findings indicated that 11% of the participants had a notched hearing pattern, while 46.6% had a rising hearing pattern. 14.6%> of the participants claimed having ear pain after the use of mobile phone for calls and other listening purposes, while 12.6 % claimed having headache after prolong use of mobile telephony for music playing functions. The findings indicated that a number of the participants experienced both auditory and non-auditory problems due to consistent exposure to noise emanated from mobile phone. Based on the findings, it was recommended that prolong use of mobile phone especially for listening purpose and music playing functions should be reduced. Also, awareness campaigns on the dangers of consistent-use of mobile telephone should be instituted.Item Effect of cooperative learning and peer tutoring on performance in biology among students with hearing impairment in Ibadan, Oyo State, Nigeria(Department of Special Education, University of Ibadan, 2020-07) Chinaka, A. F.; Osisanya, A.Specialized instructional techniques are believed to have the required potency to enhance the academic performance of learners with hearing challenges in the school system. However, reports have shown that some of the techniques were not effective in enhancing the academic performance of students with disabilities offering science subjects. Thus, this study was therefore designed to investigate the impact of co-operative learning and peer tutoring on Biology performance among students with hearing impairment in Ibadan, Oyo State, Nigeria. The study adopted a pretest-posttest, control group, quasi-experimental research design with a 3x2x2 factorial matrix. Three special secondary schools were randomly selected and purposive sampling was used in selecting fifty (50) Senior Secondary School Two students with hearing impairment, comprising thirty (30) males and twenty (20) females. These students were randomly assigned into Experimental Group I (17), Experimental Group II (16) and Control (17). Biology Achievement Test Questionnaire (BATQ; r=0.87) and General Self-efficacy Scale (GSS; r=0.60) were the major instruments used for the study. Participants in the experimental groups were taught Biology with the instructional strategies while those in control group were instructed using the conventional method. Seven hypotheses were raised and tested at 0.05 level of significance, while data were analyzed, using Analysis of Covariance (ANCOVA) and mean scores. There was a significant main effect of treatment on the participant’s performance in Biology (F(2.42)) = 21.32; Partial η2= 0.50). Co-operative learning and peer tutoring were effective in enhancing the participant’s performance in Biology. The participants exposed to peer tutoring had the highest mean score (23.60), followed by those in co-operative learning (17.76), while those in the control group, had the lowest mean score (13.20). The two-way interaction effects of treatment and self-efficacy was significant (F(1.42)= 13.80, P<.05, η2=.43) in favour of participants exposed to peer tutoring, although the interaction effects of treatment and gender were not significant (F(1.42) = .420, P>.05, η2 = 0.16). The three-way interaction effect of treatments, gender and self-efficacy on performance in Biology was significant (F(1.42) = 17.480, P<.05, η2=.30). Based on these findings, peer tutoring and cooperative learning should be incorporated into the teaching of students with hearing impairment, especially in teaching Biology in secondary schools. Attention should also be paid to academic self-efficacy of female students by the teachers and the guidance counsellors so that their learning can be positively impacted upon.