2022, Vol. 3, Issue 1, Part A
Predictive influence of gender, parental socioeconomic status and teacher’s qualification on English language performance of pupils with intellectual disability
Author(s): Udeme Samuel Jacob, Olukemi Esther Adeoye, Oyeyinka Oladipupo Oluwawumi, Temilade Christiana Sotayo and Tolu Eni-Olorunda
Abstract: The study investigated the influence of gender, parental socioeconomic status and teacher’s qualification English language performance of pupils with intellectual disability in Ibadan, Oyo state, Nigeria. It was a survey research; as such the population used was students with mild intellectual disability, using purposive sampling technique, 50 students with mild intellectual disability were drawn for the study. For data analysis, multiple regression analysis statistical tools at 0.05 level of significant. The result of the data analysis showed that parents’ socioeconomic status and teacher qualification had relationship on the English performance of pupils with intellectual disability; there was a joint and relative effect of the independent variables on English language performance. Based on the findings, recommendations made includes government ensuring that necessary school materials for children with intellectual disability are made available and the teacher employed should be qualified.
Pages: 18-23 | Views: 490 | Downloads: 182
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How to cite this article:
Udeme Samuel Jacob, Olukemi Esther Adeoye, Oyeyinka Oladipupo Oluwawumi, Temilade Christiana Sotayo and Tolu Eni-Olorunda. Predictive influence of gender, parental socioeconomic status and teacher’s qualification on English language performance of pupils with intellectual disability. International Journal of Childhood and Development Disorders. 2022; 3(1): 18-23.
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