Informace o kvalifikační práci SCHOOL AND SOCIO-DEMOGRAPHIC FACTORS AS PREDICTORS OF PARENTAL CHOICE OF SCHOOL FOR CHILDREN WITH HEARING IMPAIRMENT IN AKWA IBOM NIGERIA
Abstract
This study investigated school and socio-demographic factors as predictors of parental choice of school for children with hearing impairment in Akwa Ibom Nigeria.The study adopted a descriptive survey design of cor-relational type. Purposive sampling technique was used to sample 205 parents and caregivers of children with hearing impairment.
A Questionnaire on School and Socio-demographic Factors as Predictors to Parental Choice of School For Children with Hearing Impairment was self-developed and validated with reliability coefficient ranging from 0.76to 0.85. It was administered to all the participants. Two research questions were raised and answered in the study. Six hypotheses were tested at 0.05 level of significance. The data collected were statistically analysed using Pearson Product Moment Correlation Analysis and Multiple Regression Analysis.
The result showed that there is a total of 88 school childrn in Akwa Ibom and of these, 5 were enrolled in Inclusive schools and 83, in Special schools across the state.It was also revealed that school factors (language needs (r=0.874), teacher quality (0.802), home-school partnership (0.685)and school facilities (0.611) have significant relationship with parental choice of school for children with hearing impairment. Four variables were also found to make 79% (Adj.R2=0.790) contribution to parental choice when put together.
Also revealed was, that, Socio-demographic factors (parents' socioeconomic status (0.556), teacher attitude (0.721) and school safety (0.617) have significance relationship with parental choice of school for these group of children. These three variables were found to make 71.1% (Adj.R2=0.711) contribution to parental choice jointly. Similarly, the result showed that school safety, teacher attitude, and parent socioeconomic status make significant contribution to parents choice in that order. This means that school and socio-demographic factors play a key role in parental choice of school for children with hearing impairment. Based on these findings it was recommended among others that school and government should equip schools with adequate language resourses as a commitment to meeting the language needs of children with hearing impairment in schools.
Abstract
This study investigated school and socio-demographic factors as predictors of parental choice of school for children with hearing impairment in Akwa Ibom Nigeria.The study adopted a descriptive survey design of cor-relational type. Purposive sampling technique was used to sample 205 parents and caregivers of children with hearing impairment.
A Questionnaire on School and Socio-demographic Factors as Predictors to Parental Choice of School For Children with Hearing Impairment was self-developed and validated with reliability coefficient ranging from 0.76to 0.85. It was administered to all the participants. Two research questions were raised and answered in the study. Six hypotheses were tested at 0.05 level of significance. The data collected were statistically analysed using Pearson Product Moment Correlation Analysis and Multiple Regression Analysis.
The result showed that there is a total of 88 school childrn in Akwa Ibom and of these, 5 were enrolled in Inclusive schools and 83, in Special schools across the state.It was also revealed that school factors (language needs (r=0.874), teacher quality (0.802), home-school partnership (0.685)and school facilities (0.611) have significant relationship with parental choice of school for children with hearing impairment. Four variables were also found to make 79% (Adj.R2=0.790) contribution to parental choice when put together.
Also revealed was, that, Socio-demographic factors (parents' socioeconomic status (0.556), teacher attitude (0.721) and school safety (0.617) have significance relationship with parental choice of school for these group of children. These three variables were found to make 71.1% (Adj.R2=0.711) contribution to parental choice jointly. Similarly, the result showed that school safety, teacher attitude, and parent socioeconomic status make significant contribution to parents choice in that order. This means that school and socio-demographic factors play a key role in parental choice of school for children with hearing impairment. Based on these findings it was recommended among others that school and government should equip schools with adequate language resourses as a commitment to meeting the language needs of children with hearing impairment in schools.
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Hypotheses
Significance of the Study
Scope of the Study
Definition of Terms
Area of the Study
Population
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of Instrument
Procedure for Data Collection
Method of Data Analysis
Zásady pro vypracování
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Hypotheses
Significance of the Study
Scope of the Study
Definition of Terms
Area of the Study
Population
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of Instrument
Procedure for Data Collection
Method of Data Analysis
Seznam doporučené literatury
Aaron, I. (2009). The relevance of language skills for deaf children in school: Reactions of parents Journal of Deaf Culture 5 (2) 9-15
Abari, E.Y. (2015). Parent's management of their children education within the home, at school, and in the community: An examination of African-American families living in poverty. The Urban Review. 32(1), 1-23.
Adeosun, A. and Dada G. (2012). Research methods in education. Ibadan:Gloryland.
Adeyanju, R.J (2016) Approaches to evaluating teacher effectiveness : A Reaserch synthesis. Washington, D.C: National Comprehensive Center for Teacher Quality.
Adeyin, G.P and Joke, C. (2011). Parental choice and educational policy, Edinburgh: Edingurgh University Press.
Adfoni, S.G and Hugh, B. (2017) Determinants parents' choice in selection of private schools. European Journal of Scientific Research, 44 (1), 140-151.
Adock, R. (2017) Enhancing professional practice: A framework for teaching. Alexandria, V.A : Association for Supervision and Curriculum Development.
Adoni, E and Fira, D.G (2015). Predicting perceptions of fear at school and going to and from school for Nigerian students : The effects of school security measures. Youth and Society, 43, 705-726.
Afore, C. (2014), Authoritative school discipline: High school practices associated with lower student bullying and victimization. Journal of educational psychology, 102, 483-496.
Agwara, C.B (2009), Student teachers' attitude towards the inclusion of children with special needs. Educational psychology, 23 (1), 87-94.
Ainscow, E.H (2017). Confronting the shadow education system: What government policies for what private tutoring? Paris. International Institute for Educational Planning, UNESCO. Retrieved from: www.iiep.unesco.org/.../pdf/2009/Bray_Shadow_education.pdf.on April 4, 2018.
Aitar, A. and Gbomo, O. (2013). A multivariate examination of parents involvement and the social and academic competencies of urbam kindergarten children. Psychology in Schools, 41 (3), 363-377.
Seznam doporučené literatury
Aaron, I. (2009). The relevance of language skills for deaf children in school: Reactions of parents Journal of Deaf Culture 5 (2) 9-15
Abari, E.Y. (2015). Parent's management of their children education within the home, at school, and in the community: An examination of African-American families living in poverty. The Urban Review. 32(1), 1-23.
Adeosun, A. and Dada G. (2012). Research methods in education. Ibadan:Gloryland.
Adeyanju, R.J (2016) Approaches to evaluating teacher effectiveness : A Reaserch synthesis. Washington, D.C: National Comprehensive Center for Teacher Quality.
Adeyin, G.P and Joke, C. (2011). Parental choice and educational policy, Edinburgh: Edingurgh University Press.
Adfoni, S.G and Hugh, B. (2017) Determinants parents' choice in selection of private schools. European Journal of Scientific Research, 44 (1), 140-151.
Adock, R. (2017) Enhancing professional practice: A framework for teaching. Alexandria, V.A : Association for Supervision and Curriculum Development.
Adoni, E and Fira, D.G (2015). Predicting perceptions of fear at school and going to and from school for Nigerian students : The effects of school security measures. Youth and Society, 43, 705-726.
Afore, C. (2014), Authoritative school discipline: High school practices associated with lower student bullying and victimization. Journal of educational psychology, 102, 483-496.
Agwara, C.B (2009), Student teachers' attitude towards the inclusion of children with special needs. Educational psychology, 23 (1), 87-94.
Ainscow, E.H (2017). Confronting the shadow education system: What government policies for what private tutoring? Paris. International Institute for Educational Planning, UNESCO. Retrieved from: www.iiep.unesco.org/.../pdf/2009/Bray_Shadow_education.pdf.on April 4, 2018.
Aitar, A. and Gbomo, O. (2013). A multivariate examination of parents involvement and the social and academic competencies of urbam kindergarten children. Psychology in Schools, 41 (3), 363-377.