INFLUENCE OF SOCIAL ADJUSTMENT ON ACADEMIC SELF EFFICACY OF STUDENTS WITH LEARNING DISABILITIES IN SELECTED SPECIAL SCHOOLS IN ILORIN

Abstract

This study was on influence of social adjustment on academic self-efficacy of students with learning disabilities in selected special schools in Ilorin. Three objectives were raised which included: To find out whether Poor interpersonal communication and behavioural problems can influence student with learning disabilities in selected schools in Ilorin, to ascertain whether Inefficient social cognition can influence students with learning disabilities and to find out whether emotional and motivational problems can influence students with learning disabilities in selected schools in Ilorin. The total population for the study is 75 staffs of selected secondary schools in Ilorin, Kwara state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 

Chapter one

Introduction

1.1Background of the study

Learning disability (LD) is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are reading, writing, listening, speaking, reasoning, and doing math. Learning disabilities vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. One person may have trouble with reading and writing. Another person with LD may have problems understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying (National Dissemination Center for Children and Youth with Disabilities [NICHCY], 2004).

Learning disabilities are neurological dysfunction and they are correlated with basic psychological process. Today, it is perceived that learning disabilities is as a result of minimum brain destruction and dysfunction in the central nervous system owing to neurological developmental lag resulting in clumsiness, restlessness and inattention. And learning is a process by which neurons joined by developing the synapses between them so, a relative influence of brain damage account for ineffective cognitive process which manifest during learning (Wadlington, 2008). With reference to brain damage, and neurological developmental lag, it can be deduced that they are casually correlated with basic psychological process. It is pertinent to assert here in this study therefore that a child who suffered from ineffective cognitive process cannot perform well academically. These problems can obstruct a one in learning basic skills such as reading, writing and/or math. Also, Steele (2008) opined they can interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is pertinent to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace. Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time.

At the secondary level, the number of students diagnosed as LD is seen to be greater than middle school or primary school level and this is could be because of certain cognitive, social and biological changes during puberty (Margalit& Efrati, 2002, Margalit& Tur-Kaspa, 1998). Researches show that LD adolescents have difficulty in social adjustment, dealing with social situations and low self-efficacy, esteem and concept. They also exhibit mood-swings and depression symptoms following isolation and loneliness (Heath, 1996; Margalit, 1998, Pelletier, 2001; Petti, Volker, Shore, & Hayman-Abello, 2003, Shimshoni& Brenner, 2004). Under and over expectations lead to low self-image as per the findings of a study done by Clark (1997). All non-academic effects are beyond the scope of black and white. However, Several of these are documented in some research studies. (Al-Yagon 2007; Bryan 1997; Margalit 2010). Numerous studies evidenced that LD adolescents lack in social competence and interpersonal issues. They often face peer rejection and find it difficult to adapt to certain situations. (Al-Yagon 2007; Bryan 1997; Margalit (2010). Information-processing difficulties, impulsivity, and performance deficits are seen in these children. (Bryan 1997). Such factors have been examined for their effect not only on these children’s academic skills, but also on their perceptions and interpretations of feelings and social situations, which, in turn, may impair their social, emotional, and behavioral skills (Margalit 2010) Their difficulties are seen as products frustration, academic failures, and high levels of stress. Intervention studies designed to improve the socioemotional and behavioral functioning of children with LD generally include individual/family psychotherapy or social skills training, spanning a wide range of intervention durations, settings, and techniques (AlYagon 2007; Margalit 2010). For example, social skills training programs may consist of cognitive behavior modification or metacognition training such as coaching, modeling, role-playing, feedback, and mnemonic strategies to train children in efficient interpersonal problem-solving skills. Recent studies also suggested the possible role of intervention programs focusing on these children’s close relationships with significant others such as parents and teachers (Al-Yagon 2007).

 

Statement of the problem

 

Pearl, (1992) has put forth the problems faced by LD adolescents into three categories which are: 1). Poor interpersonal communication and behavioural problems. Interpersonal communication is the main component that develops social competence and empathy. Behaviour problems result due to conflicting patterns of communication. Interaction with peer groups requires selective attention, high levels of memory organization and cognition, social initiative, and active involvement in diverse interpersonal situations (Shores, 1998). LD students, in contrast to other students, exhibit a lower quality of interaction. They exhibit passive communication patterns and low initiative when it comes to suggesting interaction and co-operation with their peers, and a tendency to avoid social interaction out of fear of failure (Asher, 1988). 2) Inefficient social cognition. Social cognition refers to the knowledge and cognitive processes that an individual use to interact and relate to others. It seems that the cognitive processes that affect academic skills also affect the LD students’ social ability (Tur-Kaspa& Bryan, 1994). 3) Emotional and motivational problems. Mood and affect difficulties are seen exhibited in LD adolescents. They also have difficulty empathizing with others and often misjudge the mood and emotions of others (Derr, 1986). LD adolescents experience high levels of loneliness, solitude, depression and behavioural difficulties. (Margalit& Efrati, 2002; Al-Yagon, 2007; Lackaye&Margalit, 2008). Based on this the researcher wants to investigate the influence of social adjustment on academic self efficacy of students with learning disabilities in selected special schools in Ilorin

Objective of the study

The objective of the study is ascertaining the influence of social adjustment on academic self-efficacy of student with learning disabilities in selected special schools in Ilorin. The specific objectives are;

1. To find out whether Poor interpersonal communication and behavioural problems can influence student with learning disabilities in selected schools in Ilorin
2. To ascertain whether Inefficient social cognition can influence students with learning disabilities
3. To find out whether emotional and motivational problems can influence students with learning disabilities in selected schools in Ilorin

Research question

The following research questions were formulated;

1. Can Poor interpersonal communication and behavioural problems can influence student with learning disabilities in selected schools in Ilorin?
2. Can inefficient social cognition can influence students with learning disabilities?
3. Can emotional and motivational problems can influence students with learning disabilities in selected schools in Ilorin?

Research hypotheses

The following research hypotheses were formulated;

H1: Poor interpersonal communication and behavioural problems cannot influence student with learning disabilities in selected schools in Ilorin

H2: Inefficient social cognition cannot influence students with learning disabilities

H3: emotional and motivational problems cannot influence students with learning disabilities in selected schools in Ilorin

Significance of the study

The study will be of huge benefits to students, lecturers, teachers, ministry of education and the general public. the study will give a clear insight on the influence of social adjustment on academic self efficacy of students with learning disabilities. The result of the study will help motivate learning disabilities students and educate teachers and parents on what to do on their children with these issues. The study will also serve as a reference to other researcher that will embark on the related topic.

Scope of the study

The scope of the study covers influence of social adjustment on academic self-efficacy of students with learning disabilities. The study will be limited to selected secondary schools in Ilorin

Limitation of the study

However, in the course of this research, the following constraints were encountered thus:

1. Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.
2. Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.

Definition of terms

Social adjustment: Social adjustment is defined as the degree to which an individual engages in competent social behavior and adapts to the immediate social context

Self-efficacy: Self-efficacy refers to an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in the ability to exert control over one’s own motivation, behavior, and social environment.

Learning disability: condition giving rise to learning difficulties, especially when not associated with physical disability

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