FACULTY OF EDUCATION
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Item Influence of effective social and adaptive behaviour on personality adjustment of gifted underachievers and students with learning disabilities in Egbeda Local Government, Ibadan(2015-05) Adelodun, G. A.; Olorode, A. S.This study investigated the influence of effective social and adaptive behaviour on personality adjustment among gifted underachievers and students with learning disabilities in Egbeda Local Government, Oyo State, Nigeria. The sample consisted of 205 SS1 and SS2 students (males=75, females=130), who were randomly selected in Egbeda Local Government. Instruments (self developed questionnaires) were used to measure the influence of social and adaptive behaviour on personality adjustment of these students. Data collected were analysed using Analysis of co-variance (ANOVA), Pearson Product Moment Correlation and Multiple Regression Analysis. Results of the findings indicated that, effective social and adaptive behaviour can influence openness to expression, conscientiousness, extraversion, agreeableness and neuroticism (personality adjustment) of gifted underachievers and students with learning disabilities. Also, gender had a significant relationship with personality adjustment.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 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 Comprehensive reading instruction for students with learning disabilities: implications for teachers in inclusive education classrooms(Department of Vocational Education, Faculty of Education, University of Calabar-Nigeria, 2016-07) Lazarus, K. U.Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper.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.Item Comprehensive reading instruction for students with learning disabilities: implications for teachers in inclusive education classrooms(Department of Vocational Education, Faculty of Education, University of Calabar-Nigeria, 2016-07) Lazarus, K. U.Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper.Item Effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities In primary schools In Ibadan, Oyo State, Nigeria(European Scientific Institute, 2016-01) Lazarus, K. U.; Ogunsola, G.O.This study investigated the effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities in Ibadan, Oyo State, Nigeria. Pre-test, post -test, control group, quasi-experimental design with 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select three public primary schools in Ibadan. Sixty primary three pupils with spelling disabilities were randomly selected from the sampled schools and randomized into metacognition, direct instruction and control group. Four instruments were utilized: Pupil Rating Scale (r = 0.76), Right Word Recognition (r=0 .91), Pupils5 English Note Book and Test of Verbal Ability (r=0.96). Those who met the inclusion criteria were treated, while those in the control group received lessons in spelling instruction using the conventional method. Six hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Despite the fact that there was no significant main effect of the treatment, participants who were exposed to direct instruction had the highest mean score of (x = 46.35), this was followed by metacognition (x = 44.90) while the control group obtained (x = 30.93). There was no significant gender difference as male and female participants benefited equally from the treatment packages. Based on these findings, recommendations were made which included that teachers of pupils with learning disabilities should adopt the two strategies in teaching spelling to pupils with learning disabilities because these strategies proved better than the conventional method.Item Using collaborative strategic reading (CSR) to enhance achievement in reading comprehension of students with learning disabilities in Lagos State, Nigeria(2013-12) Lazarus, K. U.This study determined the effect of Collaborative Strategic Reading (CSR) on enhancing the achievement in reading comprehension of students with learning disabilities in Lagos State, Nigeria. The pre-test, post-test, control group, quasi-experimental research design with a 2x2 factorial matrix was adopted for this study. Fifty junior secondary class 2 students with learning disabilities in reading were randomly selected from the sampled schools and randomized into two groups (Collaborative Strategic' Reading and control group). Two instruments were utilized namely, Pupil Rating Scale and Reading Comprehension Test. Participants in the experimental group were exposed to eight weeks training, while students in the control group were taught in the conventional way. Two hypotheses were tested at 0.05 level of significance. Data were analysed using analysis of variance and computation of t-test statistics. There was a significant main effect of treatment (Collaborative Strategic Reading) on the reading comprehension of students with learning disabilities (F (1.47) = 34.954; P<0.05). This implies that students exposed to Collaborative Strategic Reading performed better in reading comprehension than those exposed to Control Group. In addition, female participants performed better in the reading comprehension achievement test than their male counterparts (X= 21.69 for females and 15.75 for males). On the basis of these findings it was recommended that for schools to sustain improved achievement in reading comprehension among students with learning disabilities, Collaborative Strategic Reading should be adopted.