FACULTY OF EDUCATION

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Subject: search.filters.subject.Parental involvement

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    Parental involvement as a determinant of academic performance of gifted underachieving students in Akinyele Local Government Area of Oyo State
    (2013) Adelodun, G. A.
    Extensive research has shown that the underachievement of capable children is an area of concern for many parents and educators. This study investigated the role of parents in enhancing academic performance of underachieving students in Akinyele Local Government Area of Oyo State, Nigeria. The study adopted a descriptive survey design. A sample size of one hundred (100) was randomly selected using stratified random sampling technique with forty nine (49) males and fifty one (51) females. Majority of the subjects used fell within the ages of seventeen (17) and nineteen (19). A structured questionnaire and verbal interview method were used to collect data from the selected subjects. Three hypotheses were tested using percentiles and normal distribution as statistical tools for data analysis. The findings showed that there was no significant difference between the academic performance of underachieving students with single parent and those with both parents (Crit – t = 1.96, Cal. t = 0.798, df = 98, P > 0.05 level of significance). The findings also showed that there was no significant difference between the academic performance of underachieving students whose parents live in the urban area and those whose parents live in rural area (Crit – t = 1.96, Cal. t = 0.186, df = 98, P > 0.05 level of significance). Finally, the result also indicated that there was no significant difference between the academic performance of underachieving students whose parents are of low socio-economic status and those whose parents are of high socio-economic status (Crit – t = 1.96, Cal.t = 0.135, df = 98, P > 0.05 level of significance).
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    Psychosocial factors as correlates of reading achievement of students with hearing impairment in Ibadan, Oyo State, Nigeria
    (2020-06) Isaiah, O. O.; Alaba, E. I.
    This study examined the psychological and social factors as correlates of reading achievement of students with hearing impairment in secondary school in Ibadan, Oyo state, Nigeria. The descriptive survey research design of correlational type was adopted. A total of 62 students with hearing impairment from secondary schools in Ibadan, Oyo state were selected using purposive sampling technique. The instrument used for collection of data was a questionnaire tagged Students with Hearing Impairment Reading Achievement Questionnaire (SHIRAQ) (r-0.82). Three research questions were answered. The data collected were analysed using frequency count, percentage, Pearson Product Moment Correlation and Multiple Regression. Results showed that there was a positive relationship between attitude, self-concept, self-efficacy, parental involvement, teachers-students interaction, parents' socio-economic status and reading achievement. Also, there was significant joint contribution of attitude, self-concept, self-efficacy, parental involvement, teachers-students interaction, parents' socio-economic status to reading achievement among students with hearing impairment. There was relative contribution of attitude, self-concept, self-efficacy, parental involvement, teachers-students relationship and parents' socioeconomic status to reading achievement. It was recommended that students with hearing impairment should be provided with textbooks and other educational facilities by their parents and-the government.
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    Correlates of academic -stress among students with hearing impairment in Ibadan, Oyo state, Nigeria
    (2018-12) Isaiah, O. O.; Popoola, O.
    This study investigated the correlates academic stress among students with hearing impairment in Ibadan, Nigeria. The descriptive survey research design of the correlational type was used to carry out the study. A total of 100 hundred students with hearing impairment from three secondary schools were selected using purposively sampling technique. Four instruments namely: academic stress scale, self-concept inventory, parental involvement scale and emotional intelligence Questionnaire were used for data collection. Three research questions were raised to guide the conduct of the study. Data were analysed using Pearson Product Moment Correlation Coefficient and Multiple Regression. Results showed that there was a significant relationship between Emotional Intelligence, Self Concept, Parental Involvement and Academic Stress among students with hearing impairment. Also, there was significant joint contribution of emotional intelligence, self-concept and parental involvement to academic stress. The relative contribution of the independent variables to dependent variable showed the following order: self-concept, emotional intelligence and parental involvement. It was recommended that the parents and teachers should help the students with hearing impairment reduce academic stress among them.