DEPARTMENT OF SPECIAL EDUCATION

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Start date: 2020Subject: search.filters.subject.Gender

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    Learners’ motivation, gender and oral english performance among high-ability students in Ibadan, Nigeria
    (Positive Psychology Association, Nigeria with headquarters in Department of Guidance and Counselling, University of Ibadan, Nigeria, 2020) Adelodun, G. A.; Asiru, A. B.
    This study examines predictive influence of motivation and gender on Oral English performance among students noted for high ability in Ibadan. Oyo State. The study adopted a descriptive survey of correlation type. Purposive sampling technique was used in selecting four public and private secondary schools in Ibadan North and Akinyele Local Government Areas with an aggregate number of 258 high-ability students. Instruments utilised were: English Language Screening Achievement Test (r=0.72). Achievement Test on Oral English (r=0.84) and Academic Motivation Questionnaire (r=0.84). Data were analysed, using Pearson Product Moment Correlation, Independent t-test and Multiple Regression Analysis. Learners’ motivation predicts Oral English performance among high-ability students (r=.54l. n=258. p<.05), but gender does not predict Oral English performance among the students (Crit-t 1.96, Cal. T = 0.097, p>.05). There is a joint contribution of learners’ motivation and gender to the prediction of Oral English performance (F(5 41) ='52.872, R2 = 0.54, p<.05) among the respondents. Intrinsic and extrinsic motivation of high-ability male and female learners should be meticulously worked upon by all stakeholders involved in the Oral English instruction of students noted for superior ability in our schools.
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    Effect of problem-solving Skills and gender on emotional stability among students with hearing impairment in Ibadan Oyo State
    (2021) Isaiah, O. O.
    This study examined the effect of problem-solving strategy and gender on the emotional stability among students with hearing impairment in Ibadan, Oyo state. The Pretest-posttest control group, quasi experimental design was adopted for the study. Two secondary schools were purposively selected from Ibadan. Thirty-two students with hearing impairment hearing loss were selected for the study. The participants were assigned to experimental and control groups. Those in the treatment group were exposed to problem-solving strategy while those in the control group were not. The treatment lasted eight weeks. The instrument used for data collection was Cattell’s Jr. High School Personality Questionnaire (HSPQ)(r=0.80). Data were analysed using Analysis of Covariance. The hypotheses were tested at 0.05 level of significance. The finding revealed a significant main effect of treatment on emotional stability of the participants (F (1.58=7.532, p<0.05). Gender has no significant main effect on the emotional stability of the participants. There was no interaction effect of treatment and gender on emotional stability of the participants.