Determinants of Academic Performance among Children with Learning Disabilities in Public Primary Schools in Bauchi State, Nigeria
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Date
2019-01
Authors
Tuggar, Auwal Muhammad
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The study assessed the Determinants of academic performance among children
with learning disabilities in primary schools in Bauchi state, Nigeria. Specifically,
the study examined the effects of teachers’ perception, parents’ perception,
teachers’ motivation and teachers-parents’ collaboration on the academic
performance of children with learning disabilities. The study employed Social
Cognitive Theory of Bandura of (1986), descriptive survey design was adopted.
The study used purposive sample and simple random sampling techniques with
the sample size of 873 teachers and 20 parents. The study used a checklist, profile
records, questionnaire and interview schedule to collect data from the
respondents. The study used descriptive statistics to analyze the data through the
application of Statistical Package for Social Science Research (SPSS) where
figures and percentages were presented in the study findings while the qualitative
data were analyzed based on the study objective and the result were presented in a
form of narrative based. The findings established that most of the teachers
perceived children with learning disability as other students though they required
special attention while parent perceived it as their teachers fault or childrens lack
of concentration in class. The study found out that teachers lack support from
stakeholders to uphold the performance of children with learning disabilities. The
study also found that if the teacher and parent work together children condition
would be improved, the study established lack of contact among parents and the
teachers. In conclusion, teachers perceived children with learning disabilities as
generic predicament, due to children being lazy or lack the needed motivation to
work hard, parents fault for being too busy with their personal issues while the
parents blamed teachers for not playing their role as teachers and the government
who contributed to such circumstsnces due to inadequate teachers welfare
required by the law. The study recommended that teachers need to acquire more
training and the government should support them in funding, provision of
resources, materials and staff development. The study also recommend for
adequate motivation to the teachers required by law, parents should improve their
relationships with teachers for the sake of their children and further studies in the
area should be undertaken in other Northern states in Nigeria.
Description
A Research Thesis Submitted in Fulfillment of the Degree of Doctor of Philosophy (Special Needs Education) of Kenyatta University