http://hdl.handle.net/123456789/244 2026-04-15T14:12:06Z 2026-04-15T14:12:06Z ADEDOKUN, ADEWALE PHILIP http://hdl.handle.net/123456789/2411 2026-04-14T08:08:42Z 2019-07-01T00:00:00Z

EVALUATION OF VOCATIONAL REHABILITATION PROGRAMME FOR PERSONS WITH SPECIAL NEEDS IN SOUTHWESTERN NIGERIA (2000-2017) ADEDOKUN, ADEWALE PHILIP Vocational Rehabilitation Programme (VRP) is designed to address the social, economic and learning needs of Persons with Special Needs (PwSNs). Though there is evidence that the programme’s objectives are hardly met, previous studies largely focused on determinants of learning outcomes of PwSNs in southwestern Nigeria with little emphasis on evaluation of VRP. Therefore, this study was carried out to evaluate VRP in terms of availability and adequacy of facilities, equipment and facilitators’ effectiveness in southwestern Nigeria. Stufflebeam's Content Input Process and Product Evaluation Model provided the framework, while the survey design of the ex-post facto type was adopted. The five public-owned Vocational Rehabilitation Centres (VRCs) in southwestern Nigeria were enumerated. Also, 21 Public-owned Special Schools (PoSSs) that offer VRP were purposively selected across Oyo (3), Osun (4), Ondo (3), Ekiti (3), Ogun (4) and Lagos (4) states. The 26 heads of VRCs and PoSSs, 276 facilitators, 168 caregivers and 1,099 PwSNs were enumerated. The instruments used were VRP’s Equipment and Materials (r=0.89), VRP’s Providers (r=0.87), VRP’s Objectives Attainment (r=0.97) and Facilities, Equipment and Resources (r=0.87) Inventories; VRP’s Trainees’ Content Coverage (r=0.95), VRP’s Techniques (r =0.76) and Facilitators’ Attitude to VRP (r=0.79) questionnaires and VRP’s Checklist (r=0.97). In-depth interviews were held with four caregivers (two each of VRC and PoSSs). Quantitative data were subjected to descriptive statistics, while qualitative data were content analysed. The PwSNs’ age was 18.50 ±1.70 years, while 52.1% were male and 47.9% female. The VRP in the VRCs was of two years duration, while those in the PoSSs were of six years duration. The PwSNs attending the VRP across the states were Lagos (26.7%), Oyo (19.8%), Ogun (18.8%), Osun (16.6%), Ekiti (9.7%) and Ondo (8.5%). The VRP contents were adequate in line with the stated objectives mean value of =3.28 as against the objective norm of 2.50. The availability of facilities, equipment and resources (18.1%) was low. Discussion ( =3.53), demonstration ( =3.36), project ( =2.79) and group work ( =2.79) methods were predominantly used by the facilitators, while laboratory ( =2.25) and field trip ( =2.13) were rarely used. The general performance of the PwSNs in the programme was low against the objective norm of 2.50, while supervision and control by the supervising government agency were ineffective. In addition, lack of trained facilitators, inadequate funding, ineffective supervision and monitoring, lack of training equipment and facilities were the major challenges confronting the effective VRP implementation. The vocational rehabilitation programme provided for Persons with Special Needs in southwestern Nigeria was not impactful. Therefore, there is the need for effective supervision and provision of essential facilities and resources.

2019-07-01T00:00:00Z AKINBILE, Samson Oladayo http://hdl.handle.net/123456789/2407 2025-12-15T12:01:34Z 2023-06-01T00:00:00Z

EFFECTS OF TWO INSTRUCTIONAL STRATEGIES ON LEARNING OUTCOMES IN READING COMPREHENSION AMONG STUDENTS WITH LEARNING DISABILITIES IN IBADAN, NIGERIA AKINBILE, Samson Oladayo Reading Comprehension (RC) is a skill that enhances achievement in school subjects. Studies have shown that some Students with Learning Disabilities (SLDs) exhibit deficiency in RC, resulting in low academic achievement. Previous studies focused more on student-related factors influencing SLDs learning outcomes in RC than on the use of activity-based instructional strategies such as the THIEVES Strategy (TS)—Title- Heading-Introduction-Every first sentence- Visuals-End of chapter-Summary of the text, and Instructional Conversation Strategy (ICS). This study, therefore, was conducted to determine the effects of TS and ICS on Achievement in Reading Comprehension (ARC) and Reading Self-efficacy (RSe) among SLDs in Ibadan, Nigeria. The moderating effects of Vocabulary Knowledge (VK) and MA (MA) on learning outcomes in RC were also examined. Schema and Speech Act theories were used as the framework, while the pretest-posttest control group quasi-experimental design with 3x2x2 factorial matrix was adopted. Three local government areas were randomly selected from the five in the Ibadan metropolis. Six public secondary schools with the presence of SLDs were purposively selected. The students in Senior Secondary one (SSS1) were screened for LD (LDs) using Slosson Intelligence Test and LD Evaluation Scale (LDES). Seventy-five students who exhibited LDs were assigned to TS (25), ICS (25) and control (25) groups. The instruments used were VK (r = 0.80), RC (r = 0.71), RSe (r = 0.84), Slosson Intelligence (r = 0.92); LDE (r = 0.80) scales and MA inventory. The treatment lasted 10 weeks. Data were analysed using descriptive statistics, Analysis of Covariance and Bonferroni post-hoc test at 0.05 level of significance. Participants’ age was 16.30 ± 1.45 years and 65.0% were female. There was a significant main effect of treatment on ARC (F(3,72) = 5.47, Partial = .134) and RSe (F(3,71) = 8.33, partial = .190). The participants in ICS ( = 64.95) had the highest mean score in ARC, followed by those in the TS ( = 61.96) and in the control ( = 41.99) groups. Also, participants in ICS (=57.24) had the highest mean score in RSe, followed by those in TS ( 41.42) and control (=39.03) groups. There was a significant main effect of VK on ARC (F(2,72) = 4.306, partial = .042). The main effect of MA on ARC was not significant. The main effect of VK and MA on reading RSe was not significant. There was no significant interaction effect of VK and MA on ARC and RSe. The two-way interaction effect of VK and RSe on ARC and RSe was not significant. There was a significant three- way interaction effect of treatment, VK and MA on ARC and RSe. Instructional conversation strategy, more than Title-Heading-Introduction-Every first sentence- Visuals-End of chapter and Summary of the text strategy enhanced achievement and self-efficacy in reading comprehension among students with learning disabilities in Ibadan, Nigeria. These strategies should be adopted by teachers to improve achievement and reading self-efficacy for this category of students.

2023-06-01T00:00:00Z LASEBIKAN, ABIOLA KOFOWOROLA http://hdl.handle.net/123456789/2327 2024-10-17T11:23:18Z 2021-01-01T00:00:00Z

EFFECTS OF COGNITIVE RESTRUCTURING AND REALITY THERAPIES ON STRESS MANAGEMENT AMONG MOTHERS OF PUPILS WITH INTELLECTUAL DISABILITY IN IBADAN, NIGERIA LASEBIKAN, ABIOLA KOFOWOROLA Stress management is an intervention which enables individuals to cope with stressors and negative emotions, physiological arousal and health consequences derived from these stressors. However, scientific reports have shown that mothers of Pupils with Intellectual Disability (PID) in Nigeria have poor stress management skills. Previous studies on stress management have interrogated various factors such as emotional, psychological well-being and social support. However, there is scarcity of literature on interventions through Cognitive Restructuring Therapy (CRT) and Reality Therapy (RT), Thus, this study determined the effects of CRT and RT on stress management among mothers of PID in special schools in Ibadan, Nigeria. The moderating effects of Socio-economic Status (SeS) and Maternal Employment (ME) were also examined. The study was anchored to the Cognitive Mediational Theory and was a quasi- experimental study-design with 3 arms, 2 experimental groups and 1 control group, with assessment at baseline and at 8 weeks. Three schools with PID (one per LGA) were purposively selected based on availability of PID. Sixty mothers of PID were randomly selected (20 per school). The participants were randomly assigned to CRT (20), RT (20) and Control (20) groups after being screened with Cohen Perceived Stress scale (r=0.80). The instruments used were Slosson Intelligence Test for Children and Adults (r=0.86), and Socio-economic Status (r=0.70) scales. The treatment lasted eight weeks. Data were analysed using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. The respondents’ age was 39.92± 6.85 years, 90.0% were employed, 61.7% were of low SeS, 31.7% were of middle SeS, while 6.6% were of high SeS. There was a significant main effect of treatment on management of stress, (F(2;49)= 53.291, partial ƞ2=0 .521). Participants exposed to CRT experienced the lowest level of stress (13.07) followed by the participants in RT (18.06) and control (23.75) groups. There was a significant main effect of ME status on the management of stress (F(2;49) = 4.825, partial ƞ2 = 0.09). The employed participants exposed to RT had a higher mean score (95.0) than the unemployed (5.0). There was no significant main effect of SeS. There was a significant interaction effect of ME and SeS on the management of stress (F(2;49) = 5.728, partial ƞ2= 0.27). The participants with low SeS in CRT obtained higher mean score (61.7) than participants with high SeS (6.6). The two-way interaction effects of treatment and ME and SeS were not significant. The three-way interaction effect was not significant. Cognitive restructuring, was more effective than reality therapies, in managing stress among mothers of pupils with intellectual disability in Ibadan, Nigeria. These therapies should be adopted by special educators to improve maternal stress management

2021-01-01T00:00:00Z OLUFEMI-ADENIYI, OLUBUKOLA ABIODUN http://hdl.handle.net/123456789/2325 2024-10-17T11:20:52Z 2021-01-01T00:00:00Z

EFFECT OF COGNITIVE BEHAVIOURAL AND SELF- MANAGEMENT THERAPIES ON PSYCHOLOGICAL DISTRESS AMONG IN-SCHOOL ADOLESCENTS WITH HEARING IMPAIRMENT IN OYO STATE, NIGERIA OLUFEMI-ADENIYI, OLUBUKOLA ABIODUN Psychological distress is usually exhibited among in-school adolescents with hearing impairment as a result of their inability to communicate and relate effectively with their hearing counterparts especially in Oyo State, Nigeria. The consequences of hearing impairment are withdrawal from peer relationship, low performance in school, anxiety and at times suicidal ideation. Past studies have concentrated more on factors predicting psychological distress among adolescents with hearing impairment than on the therapies for the management of psychological distress among these adolescents. This study was, therefore, carried out to investigate the effects of Cognitive Behavioural Therapy (CBT) and Self-Management Therapy (S-MT) on psychological distress among in-school adolescents with hearing impairment in Oyo State, Nigeria. The moderating effects of onset of hearing impairment (before and during birth: congenital impairment; and after birth: acquired impairment) and self-esteem were also examined. Beck’s Cognitive Behavioural and Rehm’s Self-control theories of depression were used as the framework. The pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three secondary schools (Methodist Grammar School, Bodija Ibadan; IMG Grammar School, Agodi Ibadan and Durbar Grammar School, Durbar Oyo) from Oyo South and Central senatorial districts having units for students with hearing impairment were conveniently selected. Sixty-nine adolescents with hearing impairment were selected after screening using Kessler Psychological Distress Scale and students with the index scores of 19 and above were included in the study. The schools were randomly assigned to CBT (31), S-MT (16) and Control (22) groups. Instruments used were Kessler Psychological Distress Scale (r=0.73), Clinical Outcomes in Routine Evaluation (r=0.71) and Rosenberg Self-esteem Rating (r=0.78) scales instructional guides. The treatment lasted 10 weeks. Data were analysed using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. The participants’ age was 18.542.36 years. 54.0% were male. More than half (56.0%) of the participants had acquired hearing impairment (after birth), while 44.0% had congenital hearing impairment (before or at birth). The participants’ self-esteem was low (36.4%). The treatment had a significant main effect on the management of psychological distress (F (2, 57) =107.38; partial η2=0.79). The participants in CBT had the most reduced psychological disress (6.35), followed by those in S-MT (7.02) and control (16.35) groups. There were no significant main effects of onset of hearing impairment and self-esteem on the management of psychological distress. The two-way and three-way interaction effects of treatment and onset of hearing impairment, treatment and self-esteem, onset of hearing impairment and self-esteem, treatment, onset of hearing impairment and self-esteem respectively were not significant on the reduction of psychological distress. Cognitive behavioural and self-management therapies were effective in reducing psychological distress among in-school adolescents with hearing impairment in Oyo State, Nigeria, regardless of the onset of hearing impairment and self-esteem. Special educators, councellors and clinical psychologists should adopt these therapies for the management of psychological distress among adolescents with hearing impairment.

2021-01-01T00:00:00Z