Department of Educational Foundations

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Browsing Department of Educational Foundations by Author "Adeniyi, S.O"

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    Open Access
    Assessment of the level of preparedness of independent national electoral commission towards inclusion of voters with disabilities in 2019 election in Nigeria
    (Journal of Educational Research on Children, Parents & teachers, 2020) Adeniyi, S.O; Kuku, O.O
    Election is one of the fora for selecting leaders into various positions of authority, which demands collective representation and participation in governance by every member of a community, state or nation. Hence, it is a right for all with reference to certain criteria as obtainable in communities across the globe. However, some people may have been denied this right because of race, position and differences in physical mental, emotional, sensory and psychological attributes considered to be at variance to the extant laws. Consequently, this study investigated the level of preparedness of the Independent Electoral Commission towards inclusion of voters with disabilities in 2019 general election in Nigeria. The study employed ex-post facto research design. A sample of 1001 adhoc officers trained for the election was selected from different training zones. Disabilities Voting Inclusive Scale with reliability of 0.75 was used to collect data. The data collected was analysed using descriptive statistic such as percentage and bar chart. The results revealed that physically challenged and albinos were fairly included while individuals with visual and hearing impairment were grossly at disadvantage. It was recommended that the Nigerian electoral body should involve the services of experts in the area of Special Needs while preparing for election. This will ensure that the needs and interest of people with disabilities are adequately taken into consideration during election
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    Open Access
    Effectiveness of Self-Management Therapy in the Management of Psychological Distress Among Adolescents with Hearing Loss in Oyo State, Nigeria
    (Journal for ReAttach Therapy and Developmental Diversities, 2021) Adeniyi, S.O; Olufemi-Adeniyi, O.A; Raheem, A.W
    Introduction: Psychological wellbeing has been linked to wellness in all facets of life. However, this may be altered when man becomes distressed because of some factors influencing man’s stable psychological wellness. Hence, such conditions need to be moderated. Objective: The primary objective of this study is to examine the effectiveness of self-management therapy in the management of psychological distress among adolescents with hearing loss. Methods: This study is quasi experimental pre-test-post- test design to investigate the effectiveness of self-management therapy in the management of psychological distress using a sample of 39 adolescents with hearing loss purposively selected through the Kesler Psychological Distress Scale with index scores of 19 and above. Clinical Outcomes in Routine Evaluation (Core-10) and Rosenberg Self-esteem Rating Scale were used for both pre and post-test. Results: The results revealed that there was a significant main effect of treatment (self-management therapy) on management of psychological distress among adolescents; there was a significant main effect of onset of hearing loss on participants’ management of psychological distress and there was a significant interaction effect of onset of hearing loss and self-esteem on participants’ management of psychological distress. Conclusion: Self- management therapy proved effective in the management of psychological distress among adolescents with hearing loss; hence the focus should be on the use of self-management therapy to manage distressed conditions among adolescents with hearing loss.
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    Open Access
    EFFECTIVENESS OF TWO INSTRUCTIONAL METHODS ON REASONING ABILITY OF CHILDREN WITH HEARING IMPAIRMENT IN NIGERIA
    (Specijalna edukacija i rehabilitacija (Beograd), 2018) Adeniyi, S.O; Kuku, O.O
    Language has a noteworthy role in the cognitive development and social ability of an individual. However, a delay in language could affect an individual ability to think critically. Tis could be breached through impactful method of instruction from elementary school. Thus, this study examined the differential effectiveness of Montessori didactic and Direct Instructional methods on reasoning ability of children with hearing impairment in Lagos State. Te sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. Te Reasoning Ability Test was used to gather relevant data while mean, standard deviation, mean difference, Analysis of Covariance (ANCOVA) and Least Significant Difference (LSD) were the statistical tool used to analyse the data. The study found that both Montessori Didactic Material and Direct Instruction method were efficacious in teaching pupils with hearing impairment. However, the former was more effective. The teaching methods do not have significant gender effect on pupils with hearing impairment. It was recommended that Montessori didactic method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of self- direction and independence not minding gender, intellectual and economic disparities
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    Open Access
    Effects of Auditory Integration Training and Acoupedic Therapy on Word Recognition of Children with Hearing Impairment
    (African Journal of Special and Inclusive Education, 2017) Adeniyi, S.O; Osisanya, A; Folarin, O.O
    This study examined the effectiveness of auditory integration training and acoupedic therapy on word recognition among children with hearing impairment. Thirty three children between five and ten years old participated in this study. All the participants had Pre-Lingual and Post-Lingual hearing impairment with degree of hearing loss ranging from mild, moderate, severe to profound. All the children had their hearing loss confirmed through audiometric test and they were fitted with hearing aids. The instruments used consisted of Macro 53 brand of audiometer calibrated on ISO-13485:2008, word recognition test adapted from Betts (1946) with reliability of 0.89 for pre and post tests and case history of the participants. Data collected were coded and analysed using Analysis of Co-variance using SPSS version 17. The results revealed that Auditory Integration Training and Acoupedic therapy had significant effects on word recognition among the participants and that Auditory Integration Training was more effective on word recognition among children with hearing impairment. Also, there were significant main effects of degree and onset of hearing loss on participants’ word recognition. It was recommended that early intervention in the form of Auditory Integration Training and Acoupedic Therapy should be adopted.
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    Open Access
    EFFECTS OF PLAY-BASED INTERVENTION AND DIRECT INSTRUCTION STRATEGY ON VOCABULARY MASTERY ABILITY OF PUPILS WITH HEARING IMPAIRMENT IN ENGLISH LANGUAGE IN LAGOS STATE, NIGERIA
    (2019) Adeniyi, S.O; Lawal, K.K
    Ability to effectively use the language of instruction different from ones’ mother tongue is a function of adequate development of effective use of mother tongue. However, children with hearing impairment lack the ability and opportunity to develop and effectively use mother tongue, which adversely affects the development and use of a secondary language. This study, therefore, investigated the effectiveness of Play-Based Intervention and Direct Instruction strategy on mastery ability of children with hearing impairment in vocabulary development in English language in Lagos State, Nigeria. The research design was a quasi-experimental pre-test, post- test control groups. All children with hearing impairment in inclusive education in Lagos State constituted the population of the study while the sample size was 28 pupils comprising 14 male and 14 female pupils with hearing impairment. Simple random sampling and purposive sampling methods were used to select schools and participants’ respectively. Two research hypotheses were tested in this study. Vocabulary Sequence Test (VOSET) with 0.70 reliability index was used to gather relevant data. Mean, standard deviation, mean difference, Analysis of Covariance (ANCOVA), and Least Significant Difference (LSD) were the statistical tool for data analysis. The study revealed that the two instructional strategies were efficacious in teaching vocabulary to pupils with hearing impairment. However, Play-Based was more effective. Besides, the teaching methods do not have significant gender effect on pupils with hearing impairment. Play-Based Intervention and Direct Instruction should therefore, be employed to teach language to children with hearing impairment at basic levels.
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    Open Access
    Efficacy of Cognitive Therapy on the Management of Psychological Distress among Adolescents with Hearing Impairment in Oyo State
    (2021) Adeniyi, S.O; Olufemi-Adeniyi, O.A; Raheem, A.W
    This study investigated the efficacy of Cognitive Therapy (CT) on the management of Psychological Distress (PD) among adolescents with hearing impairment in Oyo State. The pretest-posttest control group, quasi experimental research design was employed. A total of 53 adolescents with hearing impairment from three integrated secondary schools in two senatorial districts of Oyo State were purposively selected for the study. Kesler Psychological Distress Scale with the index score of 19 and above was the screening tool used to determine the adolescents with PD. Participants were randomly assigned to CT (31) and control (22) groups. The treatment lasted 10 weeks. Clinical Outcomes in Routine Evaluation (r=0.71), Rosenberg Self-esteem, Rating (r=0.58) and Kesler Psychological Distress (r=0.63) scales were used for data collection. Data collected were analysed using Analysis of Covariance and Bonferronni post-hoc test at 0.05 level of significance. Results showed that participants in the CT group managed their PD better than those in the control group. Participants with high self-esteem benefitted from the treatment than those with moderate and low self-esteem. Based on these findings, special educators, counselling and clinical psychologists and social workers are advised to use the therapy to manage psychological distress among adolescents with hearing impairment.
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    Open Access
    Effects of cognitive therapy on psychological distress management among adolescents with HIV/AIDS- -infected parents in Oyo State, Nigeria
    (Społeczeństwo i Rodzina, 2016) Adeniyi, S.O; Raheem, A.W
    Psychological distress is commonly exhibited by non-infected adolescents with HIV/ AIDS-infected parents in recent times. Te objective of the study was to examine the effect of cognitive therapy on psychological distress management among adolescents with HIV/AIDS-infected parents in Oyo State, Nigeria. A total of 50 young, non-infected respondents participated in the study. Beck Depression Inventory, Zung Self-rating Depression and Ibudeh Social Skills Rating Scales were used for data collection. Results showed that participants in cognitive therapy manage their distress better than those in control group; female participants benefted from the treatment more than male counterparts; participants with high social skills managed their distress better than those with low social skills, and the impact of treatment did not depend on gender and social skills level. Based on these fndings, social workers, counseling and clinical psychologists could use the therapy to manage adolescents’ distress associated with having HIV/AIDS-infected parents.
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    Open Access
    Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria
    (African Journal of Educational Studies in Mathematics and Sciences, 2020) Adeniyi, S.O; Kuku, O.O
    There had been mixed observations about the ability and achievement of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest traditional method group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics differs as a result of exposing learners with hearing impairment to gamification and experiential learning methods of instruction. Besides, the study observed that the two interventions benefit were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential learning instructional strategy was recommended for mathematics lessons of learners with hearing impairment
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    Open Access
    Impact of Montessori Didactic Method and Direct Instruction Method on Self-esteem of Pupils with Hearing Impairment in Lagos State
    (Belgrade School of Special Education and Rehabilitation, 2020) Adeniyi, S.O; Kuku, O.O
    !is study investigated the impact of Montessori didactic method and direct instruction method on the self-esteem of pupils with hearing impairment in Lagos State, Nigeria. !e employed pre- and post-tests quasi-experimental research design. A total of 29 pupils with hearing impairment were purposively selected and participated in the study with 9, 10, 10 participants in treatment and control groups through non-bias randomisation. Index of Self-Esteem (ISE) developed by Hudson (1982) was adapted and revalidated with the reliability of 0.77 and 0.76, respectively using concurrent validity and test retest reliability. !e treatment lasted nine weeks. !e study revealed that self-esteem significantly differs among pupils with hearing impairment across the experimental groups. !e Montessori didactic group had a higher mean score than the direct instruction method, but both were better when compared to the control group. In addition, the experimental group did not significantly differ due to gender. It was recommended that teachers of pupils with hearing impairment should use both Montessori Didactic and Direct Instructions to reduce children’s social and emotional impairment and increase their social functioning
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    Open Access
    Inclusive Education Practice in Southwestern Nigeria: A Situational Analysis
    (2015) Adeniyi, S.O; Adeyemi, A.O
    This study presented situational analysis of inclusive educational practice in southwestern Nigeria. The study employed descriptive survey research design. Samples of 131 teachers, 51 parents and 51 head teachers/principals were purposively selected from State Grammar School, Ipakodo Junior Grammar School, Methodist Grammar School, Ijokodo High School and St. Peter College in Southwestern Nigeria. Three research questions were answered. A questionnaire tagged inclusion assessment inventory with reliability coefficient of 0.71 was used to collect data. The data collected were analyzed using frequency counts and simple percentage. The results revealed positive attitude of teachers and negative disposition on the parts of government and parents to inclusive education practice in Southwestern Nigeria. Strong advocacy and reorientation were recommended
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    Open Access
    Locus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria
    (Hong Kong Teacher Association, 2011) Adeniyi, S.O; Tella, A.A; Tella, A.A
    Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as predictors of academic achievement of Junior Secondary School Students. Sample: The sample of the study consisted of 500 students comprising 300 boys and 200 girls. These were selected from twenty-fve secondary schools through stratifed random techniques. The stratifcation factor used was the class of the students. Method: An ex-post-facto research design is adopted. Three independents variables (Locus of Control, Interest in schooling and self-efficacy) with the dependent variable (academic achievement) are measured with relevant standardized instruments. Two research questions are developed and answered. Results: The results indicate that locus of control, interest in schooling and self efficacy jointly and relatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Conclusion: Based on these findings, the simultaneous need to continuously stimulate the interest of the students and teach them time management, and for teachers to see all the three variables as equally important and to help students improve on them was emphasized.
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    Open Access
    Perceived Knowledge of Educability and Social Acceptability of Children with Autism among Culturally Diverse Parents in Lagos State
    (2018) Adeniyi, S.O; Kuku, O.O
    This study therefore assessed the knowledge of, educability, and social acceptability of children with autism among culturally diverse parents in Lagos State, Nigeria. This study employed descriptive survey re search design. The sample size was 100 parents whose children with autism purposively selected based on availability and willingness to participate in the study. Autism Awareness Scale (AWS) with reliability coefficient of 0.79 was the instrument used to collect data. Data collected were analysed using percentage, mean score, Pearson Product Moment Correlation Coefficient and Multiple Regression. The results revealed poor knowledge , negative attitudes towards education and social adaptability of their children with autism. The results further revealed significant relationship between social acceptability and perceived educability of autistic children, joint influence of cultures of the parents, level of education of parents, occupation of the parent s, marital status, gender and age on perceived educability of children with autism. It was recommended that increased effort at campaign and awareness through mass media sensitization and frequent workshop to intimate public of the causes, characteristics and how to deal and relate with people with autism.
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    Open Access
    Psychological distress among adolescents with hearing impairment: the predictive strength of gender, degree of hearing loss, school type and parents’ communication competence
    (Belgrade School of Special Education and Rehabilitation, 2018) Adeniyi, S.O; Raheem, A.W; Olufemi-Adeniyi, O.A
    Tis study investigated the predictive strength of gender (male and female), degree of hearing loss (mild/moderate and severe/profound), school type (school of the deaf, mainstreams with special services and inclusive school with oral instruction) and parents communication competence (oral communication, oral communication with sign language at home) on psychological distress of adolescents with hearing impairment in Nigeria. A sample of 63 distressed adolescents with hearing impairment participated in the study. Zung SelfRating Depression Scale and Kesler Psychological Distress Scale were used for data collection. Data were analyzed using Pearson’s product moment correlation and multiple regressions. Findings revealed that the independent variables jointly accounted for variation in the dependent variable, while severe/profound had the greatest relationship with psychological distress. It is therefore imperative that the adolescents with hearing impairment should be helped to focus on adaptive ways that could help them develop effective interpersonal, cognitive and emotional behaviours.
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    Open Access
    Psychosocial predictors of sexual experimentation among adolescents with hearing impairment in Lagos State
    (2018) Adeniyi, S.O; Kuku, O.O
    This study examined psychosocial predictors of sexual experimentation among adolescents with hearing impairment in Lagos State, Nigeria. The study employed descriptive survey research design. The samples consisted of 120 students with hearing impairment between ages 12 and 21. Instrument for this study was Adolescent Sexual Experimentation Inventory with sub-scales: Self-esteem, Peer relation, Parental style and Sexual initiation with reliability coefficient of 0.79, 0.69, 0.73 and 0.63 respectively. Rosenberg's self-esteem scale was adapted while other sub-scales were self-developed. Five hypotheses were tested and the results revealed that socio-economic factors, self-esteem and peer influence predicted sexual experimentation of the participants. However, parenting style did not relate to sexual experimentation. It was further revealed that all the independent variables did not jointly predict sexual experimentation of the participants though they all contributed relatively. It was recommended that the participant should be helped to develop high self-esteem. Also, good character should be emulated
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    Open Access
    Study Habits, Locus of Control and Gender as determinants of Academic Achievement of Students with Hearing Impairment in Two South-Western States, Nigeria
    (Ghana Journal of Education, 2018) Adeniyi, S.O; Kuku, O.O
    The study examined study habits, locus of control and gender as determinants of academic achievement in English Language among students with hearing impairment in Lagos and Oyo States, Nigeria. Senior secondary students with hearing impairment in inclusive and integrated schools in the two states constituted the population of the study. The sample size of 258 participants was selected through multistage technique. The study adopted a descriptive survey research design. Study Habit Inventory, English Language Achievement Test and Locus of Control Scale with reliability of 0.73, 0.81 and 0.79 respectively were the instruments used to gather data for the study. The three research hypotheses raised were tested at 0.05 level of significance. Data gathered were analyzed using mean, standard deviation, t-test, Analysis of Variance and multiple regression analysis. The study revealed that study habits and locus of control have influence on the academic achievement of students with hearing impairment. In addition, locus of control contributed mostly to the academic achievement of students with hearing impairment. It was recommended that students with hearing impairment should be helped to develop good study habits and locus of control