Emotional Stability, Gender and Academic Performance of Secondary School Students with Learning Disabilities

Abstract

This study investigated emotional stability, gender and academic performance of secondary school students with Disabilities (SWLD’s). The multi-stage sampling procedure was used. The three Senatorial Districts in Oyo State were enumerated. Simple random sampling procedure was adopted to select Ten (10) Local government from the thirty-three local governments in Oyo State while Purposive sampling technique was also used to select Two hundred and eighty-seven (287) participants. All these participants were screening using Screening Checklist for suspected Students with Learning Disabilities. Questionnaires were adapted for Emotional stability (r=0.86), Gender and Academic Performance (r= 0.74. Data were analyses using Pearson product moment correlation, and t-test at 0.05 level of significance. The following recommendations were emerged; i. students with learning disabilities should be properly guided on their Emotion to make them control their negative emotion towards Academic. ii students with LD should be monitored by the teachers and the parents/guardian in order to face their academic activities, iii, both genders should be properly encouraged for academic achievement, iv. Repetition and recognition of words should be carefully taught to both genders. Therefore, schools and relevant government bodies should pay more attention to these factors in order to improve the academic performance of student with learning disabilities.