FACULTY OF EDUCATION

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Subject: search.filters.subject.Socio-economic status

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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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    Predictors of poor hygiene in Ibadan north local government area of Oyo State
    (2021-09) Osu, U. C.
    Poor hygiene has always been a bane and discomfort to the existence of man, the partial origin of diseases, sicknesses and health trauma. The presence of it is so common and usual leaving pathogens in the atmosphere harmful to man. Thus, the need for maintaining good hygiene. This investigated the predictors of poor hygiene in Ibadan North Local Government Area of Oyo State. The descriptive survey research design was used for this study. The questionnaire tagged "predictors of poor hygiene in Ibadan North Local Government Area of Oyo State " was administered to the total sample population of a hundred people which included market men, women, artisans and civil servants who were all residents of lbadan North Local Government Area of Oyo State. Descriptive and inferential statistics were used to analyse the data collected and the results are as follows: it was discovered that the level of hygiene awareness among residents of lbadan North Local Government Area of Oyo Stale was low (Mean=2.32). In addition, it was revealed that the level of hygiene practices among residents of Ibadan was very low. It was also found that there was a significant relationship between illiteracy and poor hygiene (r = 0,770, p< 0.05). It was further discovered that there was a significant relationship between socio-cultural demographic factor and poor hygiene (r = 0.693. p<0.05). In addition. it was found that there was a significant relationship between family background and poor hygiene (r = 0.558, p<0.05). Moreover, it was found that there was a significant relationship between socio-economic Status and poor hygiene (r = 0.709, p<0.05). On this basis, it was recommended that Information should be given in schools, public education and community health centres in Order to promote positive hygiene behaviour
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    Predictors of quality of life among the elderly in Ibadan Metropolis, Oyo State
    (Department of Guidance and Counselling University of Ibadan, 2018-06) Oyekola, A.O.; Ajibola Falaye, A.; Adebambo, O.
    This study examined the extent to which depression, social support, socioeconomic status, and religiosity predicts quality of life among the elderly in Ibadan metropolis. Descriptive survey research design of correlation type was used in the study. Six major communities were randomly selected within Ibadan metropolis and three hundred elderly men and women with mean age of 70.7years comprising of 187(62.3%) females and 113 (37.7%) males selected using purposive sampling technique participated in the study. Instruments used for data collection were,; Zung Self-rating Depression Scale (.73), Perceived Social Support Scale (.81), Spirituality Scale (.79), World Health Organization Quality Life Questionnaire (WHOQOL BRIEF .89), Socio-economic Status Scale (.73). Data analyzed using Pearson Product Moment Correlation (PPMC) and Multiple regression analysis at 0.05 level of significant. Social support made the most significant contribution to the prediction of quality of life (β = .408, p<.05), socio-economic status (β=.277,
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    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.
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    Impact of Explicit and Visual Instructional Strategies on Vocational Interest of Pupils with Mild Intellectual Disability in Selected Schools in Ibadan, Nigeria
    (2011) Ayodele, A.A
    Vocational training is important in achieving economic empowerment and independence in persons with intellectual disability. However, pupils with intellectual disability often enter the labour market in Nigeria without receiving vocational training resulting into serious challenges to these pupils. Several existing research on pupils with intellectual disability focused on improving academic performance, while few studies have been done on enhancing their vocational interest using Explicit and Visual Instructional strategies. This study, therefore, investigated the impact of Explicit Instructional Strategy (EIS) and Visual Instructional Strategy (VIS) in enhancing the vocational interest of pupils with mild intellectual disability in Ibadan, Nigeria. The study adopted a pretest-posttest control group, quasi experimental research design with a 3x2 factorial matrix. Thirty primary five pupils with mild intellectual disability were purposively selected from three special schools for the handicapped in Ibadan, Oyo State, Nigeria. Selected pupils in each school were randomly assigned to the two experimental groups (EIS and VIS) and control group. Data were obtained using Slosson‘s Intelligence Test (r=0.86), Reading-Free Vocational Interest Inventory (r=0.90) and Socio-Economic Status Scale (r=0.87). Participants in the experimental groups were exposed to eight weeks of vocational interest training using EIS and VIS strategies. Five hypotheses were tested at 0.05 level of significance while data were analysed using descriptive statistics, t-test, Analysis of Covariance and Duncan post hoc test. The experimental groups (EIS and VIS) had higher vocational interest scores than those in the control group (F(2,29)=8.04; p<0.05). The Duncan post hoc test further showed that each of the three possible pairs of instructional groups was significantly different from one another (p<0.05). The group exposed to VIS had the highest post-test score (x=67.97) than the EIS (x=60.32) while the least post-test score was obtained by the control group (x=60.32). There was significant main effect of socio-economic status in enhancing vocational interest of pupils with intellectual disability (F(1,29)=4.454; p<0.05). Pupils with high socio-economic status background had higher vocational interest score ( x =65.73) than those with low socio-economic status. There was no significant effect of gender in enhancing of vocational interest of pupils with intellectual disability. The females obtained higher post-test mean score ( x =64.92) than their male counterparts ( x =64.04).Visual Instructional Strategy and Explicit Instructional Strategy were effective in enhancing the vocational interest of pupils with mild intellectual disability. Therefore, the two strategies should be adopted for use in enhancing vocational interest of pupils with intellectual disability, both in the general education classroom and in special education settings. Also, the government should organise in-service trainings like seminars, workshops and conferences for primary school teachers on the use of the instructional strategies in other to enhance the vocational interest of pupils with intellectual disability.