FACULTY OF EDUCATION
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Item Educating persons with special needs in the 21st century through appropriate educational programmes for relevance and development in Nigeria(Department of Special Education, Faculty of Education, University of Ibadan, Nigeria, 2019) Isaiah, O. O.; Lazarus, K. U.Education is a tool for National development. The development of any nation technologically, socially, politically and economically is largely dependent on the education the citizens. Every member of each nation. notwithstanding the age, background, sensory, physical or psychological impairment, should have equal access to education in order to achieve the goal of education for all. This paper therefore, examined education as a tool for empowering persons with special needs, educating persons with special needs in the 21sl Century for relevance and development, inclusive education as appropriate educational Programme for persons with special needs, factors affecting successful implementation of inclusive education for persons with special needs and vocational/entrepreneurship education for persons with special needs. Persons with special needs should be given sense of belonging in the society by empowering them educationally and vocationally.Item Appraisal of instructional and leadership roles of teachers in achieving sustainable education for students with learning disabilities in Ibadan, Nigeria(Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2020-06) Lazarus, K. U.This study investigated the extent to which teachers perform the roles of instruction and leadership towards achieving sustainable education for students with learning disabilities in regular education classrooms. The descriptive research design was adopted. The sample size for the study is 143 regular and special education teachers comprising 61 males and 82 females. A self-designed questionnaire titled “Instructional and Leadership roles of Teachers Scale (r= 0.75) was used for data collection. Data were analysed using descriptive statistics of frequency distributions, percentage analysis, mean and Pearson Product Moment Correlation at 0.05 level of significance. The results showed that to a large extent, majority of the participants (93.7%, n=T34) (weighted mean =2.83 with criterion mean as > 2.50) agreed that they perform instructional roles (collaboration, differentiation of instruction, provide accommodations and individualized instruction) towards achieving sustainable education for students with learning disabilities in the regular education classrooms. It was also revealed that majority of the participants (93.7%, n=134) (weighted mean =2.87 with criterion mean as > 2.50) agreed that they perform leadership roles (such as serve as mentors to new colleagues, model a willingness to take risks and facilitate the scheduling and delivery of related services) towards achieving sustainable education for students with learning disabilities in the regular education classrooms. The result also showed that there is a significant relationship between how teachers perform instructional roles and how they perform their leadership roles as ways of achieving sustainable education for students with learning disabilities (r = 0.499, n= 143, p(0.000)<.05). Among others, the researcher recommends that more teacher commitment is required to enhance effective delivery of instructional and leadership roles by teachers in regular education school settings. Also, there should be adequate planning and implementation of individualized instruction for students with learning disabilities by special and regular education teachers.Item Socio-demographic Factors affecting reading comprehension achievement among secondary school Students with learning disabilities in Ibadan, Nigeria(International Academic Forum (IAFOR), Japan, 2020-03) Lazarus, K. U.The study examined the influence that socio-demographic factors (school social environment, type of school and gender) have on achievement in reading comprehension of students with learning disabilities. The study employed the correlational design. One hundred and twenty- three (123) Junior Secondary Class 1 (JSS 1) students with learning disabilities from six secondary schools (3 private and 3 public) ail located in Ibadan North Local Government Area, Ibadan, Oyo State, Nigeria participated in the study. Three scales namely: the Pupil Rating Scale (Revised), the Comprehensive School Climate Inventory (adapted) and the Test of Reading Comprehension were administered to the participants and the scores derived from these were subjected to Pearson Product Moment Correlation, Multiple Regression and t-test Statistics. The results revealed that the most potent factor in the prediction of reading comprehension achievement of students with learning disabilities is school social environment (r =0.214) followed by gender (r =0.185). The joint contribution of school social environment, school type and gender on reading comprehension achievement of students with learning disabilities was significant. While school social environment could considerably and independently predict reading comprehension achievement among students with learning disabilities, school type and gender could not. Further findings showed a significant difference in reading comprehension achievement between male and female students with learning disabilities (Cal.t = 2.075). Also, there was no observable significant difference in the reading comprehension achievement of students with learning disabilities in private and public schools. Therefore, it was suggested that teachers of students with learning disabilities should ensure that reading comprehension lessons take place in stimulating and conducive classroom environments devoid of unhealthy, risky and distracting stimuli.Item Parents and teachers’ characteristics as predictors of reading self-efficacy of students with learning disabilities in Ibadan Oyo state, Nigeria(Department of Human Kinetics and Health- Education, Faculty of Education, University of Port Harcourt, 2019-08) Lazarus, K. U.; Tomoloye, O. O.The study investigated the predictions of teachers’ characteristics and parents’ characteristics to reading self-efficacy of students with learning disabilities in junior secondary schools in Ibadan North Local Government Area, Oyo State. The study adopted a descriptive research design. A sample of one hundred (100) students with learning disabilities was purposively selected from four (4) sampled junior secondary schools. Three validated research instruments titled: Screening Checklist for Suspected Learning Disabilities (r=0.72), Teacher and Parent Factors Questionnaire (r= 0.73) and Students’ Reading Self-Efficacy Questionnaire (r = 0.85) were used for data collection. The data collected were subjected to analysis with the use of Pearson product moment correlation and multiple regressions. Results revealed that parents’ verbal support and encouragement of their children (r = 0.265, p(0.161)<0.05) and parents’ socio-economic status (r=.239, p(0.016)0.05) have significant positive relationship with reading self-efficacy of the participants while teachers’ use of reinforcement and teachers’ level of education have no relationship with reading self-efficacy of the participants. The independent variables combined together accounted for 12.4% of the variance in the prediction of the reading self-efficacy of the participants. The analysis of variance for the regression yielded an F-ratio of 3.361 significant at 0.05 level. Results obtained also showed that parents’ verbal support and encouragement of their children ((3 = 0.256) and parents’ socio-economic status (p = 0.216) have positive contributions to reading self-efficacy of participants while teachers’ use of reinforcement and teachers’ level of education did not account for variability in the dependent variable. It is therefore recommended that school administrators and teachers should ensure that they educate parents of students with learning disabilities on the need to provide adequate verbal support and encouragement to their wards in order to improve the students’ reading self-efficacy.Item Comprehension monitoring strategies as determinants of achievement in reading comprehension of secondary school students with learning disabilities in Ibadan, Oyo state(Educational Assessment and Research Network in Africa, 2019-06) Lazarus, K. U.This study examined three comprehension monitoring strategies: rereading, clarifying concepts and vocabulary in texts and reflecting/reviewing text as determinants of achievement in reading comprehension among secondary school students with learning disabilities in Ibadan, Oyo State. The study adopted the correlation research design. Purposive sampling was used in selecting200 male and female Junior Secondary School One (JSS1) students with learning disabilities in Ibadan. Data were collected using three instruments: Pupil Rating Scale, Questionnaire on Comprehension Monitoring Strategies and Reading Comprehension Evaluative Scale. Pearson Product Moment Correlation and Multiple Regression Analysis were used to analyse the data obtained at p<0.05. The results showed that the three independent variables (rereading; clarifying concepts and vocabulary in the text; and reflecting and reviewing the text) positively correlated with the dependent variable (achievement in reading comprehension of students with learning disabilities): rereading (r= 0.574) clarifying concepts and vocabulary (r- 0.450) reflecting/reviewing (r =0.609). However, it was found that reflecting/reviewing text made the highest contribution (β=.636, t=13.312) followed by rereading with β=.390, t=6.510, while clarifying concepts and vocabulary in text had the least contribution (β =.347, t=6.561) to the explanation of students' achievement in reading comprehension. By implication, the study recommended that an increased influence of the three independent variables could predict or lead to increase in achievement in reading comprehension. On the basis of the findings, it was recommended that teachers of students with learning disabilities should encourage the students to implement the metacognitive comprehension monitoring strategies of rereading, clarifying concepts and vocabulary in text and reflecting and reviewing the text.Item Relationship of phonological awareness and word recognition to comprehension of texts among selected pupils in Ibadan, Oyo State(University of Calabar Press, Calabar - Nigeria, 2018-03) Ogunsola, B. A.; Lazarus, K. U.This descriptive survey was conducted in Ibadan North Local Government Area of Oyo State. A total of l77 pupils were involved in the study. A multi-stage sampling technique was employed and a self-designed Pupils' Reading inventory war administered to elicit data. Four research questions and two hypotheses were generated and tested. Mean, frequency computation, and KruskaI-Wallis test were the statistics used to analyze the data. The results of the analysis showed that there is a statistically significant difference in the means of the variables at 5% level of significance, thus, leading to the rejection of our H01. Also, the relationship that holds among the independent variables shows positive correlation though there P-value varies. It is therefore argued that reading comprehension and by large comprehension in human communication has its foundation in explicit knowledge of language phonological structure as decoding skills are paramount to effective comprehension. The study revealed that there is dependency relation between phonological awareness. word recognition and reading comprehension to varying levels. On this basis, it was recommended that teachers should therefore endeavour to reinforce pupils' knowledge of the decoding skills of reading to enhance pupils reading performance.Item Availability, accessibility and acceptance (3As) of advanced digital technologies among higher education students with special needs in Oyo State, Nigeria(Department of Vocational Education, University of Uyo, Nigeria, 2018-08) Lazarus, K. U.The world has become a global village. It is now crystal clear that life at present is different from life few decades ago. Nowadays, every society is striving for apt knowledge that can he used as panacea to solve their myriad problems. Previous studies have focused largely on the use of digital technologies among students without special needs with little consideration to students with special needs. Therefore, this paper investigated the availability, accessibility and acceptance of advanced digital technologies among higher education students with special needs in Oyo State, Nigeria. The descriptive research method was employed while the multi stage sampling procedure was used to select the sample for the study. First, purposive e sampling technique was used to select two higher education institutions that are owned by the federal government of Nigeria (one college of education and one university). Second, random sampling technique of the ballot method was used to select one hundred and forty (140) participants with special needs (those with hearing impairment were 125 and those with visual impairment were 15). Two structured questionnaires on availability, acceptance and accessibility of advanced digital technologies by higher education students with special needs were used for data collection. To guide the study, six research questions were raised and tested at 0.05 level of significance. The data was collated and analysed using the descriptive statistics of percentages, means and standard deviation. li was found that for higher education students with hearing impairment, digital technologies are poorly available and inaccessible. However, among higher education students with visual impairment, there is moderate availability, accessibility and acceptance of digital technologies. Based on the findings, it was recommended that the Nigerian government at all levels should brace up to their responsibilities and provide digital technologies for students with special needs particularly, those with hearing impairment in higher educational institutions in the country.Item Supporting reading instruction through the use of assistive technological devices for students with learning disabilities(Department of Guidance and Counselling, University of Ibadan, 2018-06) Lazarus, K. U.Many students are being identifìed with learning disabilities as a result of unexpected underachievement that cannot be explained by sensory impairments, cognitive or intelectual disabilities. This condition has put teachers under pressure because they are saddled with the responsibility of providing quality education to all learners in their classrooms, including those with learning disabilities. In view of this, it is believed that the achievement of students with learning disabilities can only be maintained and/or improved by providing moderate to high levels of effort and support. A typical example of instructional support that the school can provide to students with learning disabilities is the use of assistive technological devices for reading instruction. This paper therefore, examined the different kinds of assistive technological devices that teachers of students with learning disabilities can adopt for effective teaching of reading to students. The study is anchored on the SAMR (Substitution, Augmentation, Modification, Redefinition) model of classifying the use of technology in education. It also analysed typical technology-based interventions effective for supporting reading and reading instruction of students with learning disabilities. It is recommended that to use assistive technological devices effectively for reading instruction, teachers of students with learning disabilities should understand learners’ differences, identify student specific barriers that occur during reading instruction and assessment that can be remedied through technology and adopt appropriate assistive technological tools to remove barriers in reading. Students with learning disabilities should be given proper orientation towards the use of assistive technological devices for reading to enable them adopt the devices and advocate for the use of specific technologies.Item Psycho-social factors as correlates of conduct disorders among students with learning disabilities in Ibadan, Oyo State(2017-05) Lazarus, K. U.; Oke, O. J.This study examined the influence of two psycho-social variables namely: self-esteem and peer influence as correlates of conduct disorder among students with learning disabilities in lbadan, 0yo State. The descriptive survey research design of the correlational type was adopted for the study. Two hundred secondary school students were selected through purposive sampling techniques from five public secondary schools in Akinyele Local Government Area of lbadan, Oyo State. Three research questions were asked and answered. Screening Checklist for Suspected Learning Disability (r= 0.72), Adapted version of the Disruptive Behaviour Disorder (0.68), Rosenberg Self-Esteem (r = 0.83) scale and Peer Influence Questionnaire (r =0.89), were used for data collection. The data collected were analyzed using Pearson Product Moment Correlation and Multiple Regression tools. The results showed that self-esteem has significant relationship with conduct disorder (r =. 162; p (0.05) while peer influence has no significant linear correlation with conduct disorder among students with learning disabilities. It was also revealed that when both predictor variables (self-esteem and peer influence) are taken together, they significantly predict respondents' conduct disorder (F(3/196, =10.901, p<0.05); R2 adj. =. 130. Furthermore, the findings showed that the two independent variables contributed differently to the prediction of respondents' conduct disorder with the most significantly potent contributor to conduct disorder being self-esteem (t= 2.018; P< 0.05) followed by peer influence (t=-,497, PItem Perception of secondary school counsellors on their leadership roles in the education of students with special needs in Lagos State, Nigeria(Department of Lifelong and Continuing Education, University of Lagos, Akoka Lagos, Nigeria, 2017) Lazarus, K. U.The knowledge of whether secondary school counsellors envision themselves as leaders in the educational setting and the extent to which this perspective has been transformed to functional leadership practices is unclear. However, educators recognize the unique position occupied by guidance counsellors and the essential roles they play especially, in the education of persons with special needs. This study therefore, examined secondary schools counsellors’ perceptions of their leadership roles in the education of persons with special needs. It also investigated if any difference exists in secondary school counsellors’ perceptions of their leadership roles and some selected variables of age, gender, experience, or school status. The study adopted descriptive research, design. The sample of the study comprised (40) (that is, thirty-four (34) females and six (6) males), professional secondary school counsellors, from 40 (that is, 30 public and 10 private) secondary schools who are also members of the Lagos State Chapter of the counselling Association of Nigeria (CASSON). The respondents were selected using a stratified random sampling technique and purposive sampling. All respondents have some knowledge of special education. The respondents were purposively selected from four education districts of Lagos State out of six. Four hypotheses were formulated, while a self-developed questionnaire on counsellors’ perception, of their leadership roles was the main instrument for data collection. The data collected were analyzed using t-test. The results of the study indicated that respondents see themselves as leaders in the education sector irrespective of counsellors’ age, gender, years of experience and school status (public or private). Based on the findings, recommendations were made which include that guidance counsellors should engage in functional leadership practices in order to positively impact achievement of all students especially those with special needs.