RP-Department of Special Needs Education

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Browsing RP-Department of Special Needs Education by Subject "Academic Achievement"

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    Career Aspirations as a Predictor of Academic Achievement of Learners with Hearing Impairment in Special Secondary Schools in North Eastern Nigeria
    (IJSRA, 2023-08) Magaji, Yahya Umar; Awori, Beatrice Bunyasi; J. M., Muthee
    This study focused on career aspirations as predictor of academic achievement among learners with hearing impairment in special schools in North eastern Nigeria. Correlation research design was adopted for the study. Total 351 learners with hearing impairment in Senior Secondary Two (SS II) was selected based on multistage sampling technique across five special schools in North Eastern Nigeria. The instruments for data collection are Learners’ Career Aspiration Questionnaire (LCAQ), and English Language Pro forma (ELP). Data gathered from the respondents were analyzed using Pearson product moment correlation and Analysis of Covariance (ANCOVA) at a 0.05 alpha level. The study found a strong relationship between career aspiration and academic achievement of learners with hearing impairment in English language in North Eastern, Nigeria. However, gender did not correlate with career aspiration of students with hearing impairment toward their academic achievement. The study concludes that career aspiration can independently enhance students’ academic performance. The study recommends among others that teachers should work toward boosting career aspiration of their students through constructive teaching approach that will make education look achievable and admirable to them.
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    Self-Esteem and Academic Achievement: What are The Explanatory Variables among Girls with Hearing Impairment in Selected Secondary Schools for the Deaf in Kenya?
    (Greener Journal of Educational Research, 2019) Awori, Beatrice B; Karugu, Geoffrey K; Mugo, John; Orodho, John A
    This study sought to examine the explanatory variables on self-esteem and academic achievement of girls with hearing impairments (HI) in selected Secondary Schools for the Deaf in Kenya. The study was guided by Carl Roger’s personcentred or client-centred theory. The study used an ex-post facto research design. Participants for the study were drawn from schools for girls with hearing impairment in Central and Western provinces of Kenya constituting a sample of fifty-three girls. Data were collected through questionnaires and interviews and analysed using the Statistical Package for Social Sciences programme. Rosenberg self-esteem scale was used to measure self-esteem dimensions whereas school academic scores were used to measure mean academic achievement. The study revealed that there was a moderate and positive correlation between self-esteem and academic achievement of girls with hearing impairments. The in-depth interviews indicated that the low achievement of girls with hearing impairments could be attributed to current curriculum which was not only less diverse but also that the mode of examination was too conventional and did not take into account the peculiar problems of learners with various disabilities The situation could be improved through concerted efforts among various education stakeholders. Thus, it was recommended that the Ministry of Education through the Kenya Institute of Curriculum Development should devise a more diverse curriculum that could be examined through various strategies such as observation and use of sign language. It was further recommended that teachers should make deliberate use of positive reinforcement techniques geared towards the promotion of the self-esteem of girls with Hearing Impairment and encourage them to accelerate their quest to academic performance