PHD-Department of Special Needs Education

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Browsing PHD-Department of Special Needs Education by Author "Magaji, Yahya Umar"

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    Self-Esteem And Career Aspirations As Correlates Of Academic Achievement In English Among Learners With Hearing Impairment In North Eastern Nigeria
    (Kenyatta University, 2025-02) Magaji, Yahya Umar
    Academic achievement serves as a key indicator of student outcomes in educational institutions. Unfortunately, research indicates that the Nigerian government has consistently overlooked the education of learners with disabilities, resulting in a decline in their academic performance, particularly among those with disabilities. As the global trend shifts toward inclusive education, this study examines the influence of two psychological factors self-esteem and career aspirations on the academic success in English Language of learners with hearing impairments in special secondary schools located in Northeastern Nigeria. The research objectives were: the association between self-esteem and the academic performance of students with hearing impairments; the connection between career aspirations and their academic achievement; and whether self-esteem and career aspirations can predict their academic performance in these institutions. A correlational research design was embraced. A total of 1,169 learners with hearing impairments enrolled in special senior secondary schools were target population. A total of 351 Senior Secondary Two (SS II) pupils were selected from five special schools in Northeastern Nigeria using a multistage sampling process. The Learners' Career Aspiration Questionnaire (LCAQ), the Learners' Self-esteem Rosenberg Scale (LSRS), and an English Language Pro forma (ELP) were used to gather data. These instruments were verified by experts from Kenyatta University's Early Childhood and Special Needs Education department. Cronbach's Alpha reliability assessment of the LSRS and LCAQ produced values of 0.81 and 0.85, respectively. At a significance level of 0.05, the data will be analysed using a variety of inferential statistical techniques like multiple linear regression analysis for the third null hypothesis and Pearson product-moment correlation for the first two. The results show that self-esteem and academic performance in English language among students with hearing impairments in Northeastern Nigeria are strongly correlated (r=0.718, eta=0.76, p<0.001). Academic achievement and professional goals also had a moderately favourable association (r=0.718, eta=0.76, p<0.001). Academic performance was shown to be considerably improved by both self-esteem and career ambitions, with significant benefits from both (B=0.441, t=10.756, p<0.001) and self-esteem (B=0.303, t=6.184, p<0.001). In conclusion, the research indicates that both self-esteem and career aspirations can significantly encourage improved academic achievement among students. It is recommended that educators focus on enhancing learners self-esteem and aspirations through constructive teaching methods that render education more attainable and appealing.