Disability status and academic performance in a Nigerian university: Instructional implications for inclusive distance education practice
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Date
2010
Authors
Lagoke, B.A.
Komolafe, M.D.
Ige, N.A.
Oladejo, M.A.
Journal Title
Journal ISSN
Volume Title
Publisher
European Journal of Social Sciences
Abstract
The need for Inclusive distance education in order to ensure that both abled and non-abled persons are included in the educational provision has become imperative to guarantee access to equal educational opportunities. In recent time, the academic performance of nonabled students has been a source of concern to stakeholders in the field of distance
education This study therefore, provided a causal explanation of academic performance through the analysis of students’ disability status at the National Open University of Nigeria. The study adopted the descriptive research design of the ‘ex-post facto’ type. Stratified simple random sampling technique was used to select 1500 participants while
purposive sampling technique was adopted to select the National Open University of
Nigeria. Data were collected through questionnaire during the 2009 contact session. Two
research questions and one hypothesis were answered and tested in the study. Pearson
correlation, regression analysis and t-test were employed for data analysis. Students’
disability status has significant contribution to academic performance. There was also a
significant difference in students’ academic performance based on disability status (t=2.39,
df= 1488, P<0.05). Institutional providers should provide for adequate special support
services and personnel for the exceptional students who may be disadvantaged in the
programme.
Description
staff publication
Keywords
Distance education , Academic performance , Disability status , Open university , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Lagoke, B. A., Komolafe, M. D., Ige, N. A. & Oladejo, M. A. (2010). Disability status and academic performance in a Nigerian university: Instructional implications for inclusive distance education practice. European Journal of Social Sciences, Vol.17(3), 303-315pp.