Adewuyi, Habeeb Omoponle
2 Publications in AERD
Author Publications
Export PDFTeachers’ Management of Everyday-Living Skills of Intellectually Challenged Learners
By Odutayo, Adesegun Olayide
Intellectually Challenged Learners (ICLs) are a long-lasting medical condition that affects people for the rest of their lives and typically prevents them from reaching their full potential. This study, therefore, investigated teachers’ management of Everyday-Living Skills (ELS) of ICLs. The research is survey-based and primarily descriptive. The study’s population was made up of instructors in public inclusive basic schools in Lagos State, Nigeria. The study’s sample consisted of 100 inclusive basic school instructors in total. The researchers employed a well-structured study questionnaire they had created to gather information on the “Management of ELS of ICLs.” A reliability index of 0.72 was calculated with the aid of the Spearman-Brown Prophecy Formula. To address the questions posed, a mean rating was used. The t-test and Analysis of Variance (ANOVA) were used to evaluate the hypotheses at the 0.05 significance level. This study discovered that when teaching ELS to ICLs, the teacher-direct approach (TDA), generalization and application, task analysis (TA), and positive reinforcement and encouragement (PIE) were consistently used. It was recommended that to enable effective ELS instruction, the government should allot enough funds to equip instructors with the required instructional resources, assistive technology, and improved environments. © 2024 Published by KURA Education & Publishing.
Mental Health among Secondary School Students: Predictive Factor Analysis
By Adewuyi, Habeeb Omoponle
Poor mental health impairs an individual's functioning and cognitive processes, reducing their social role and output in society. The study investigated factors that determine mental health predictors among secondary school students in southwestern Nigeria. The study used a correlational-descriptive research approach. A total of 1000 secondary school pupils from southwestern Nigeria were chosen using a multistage sampling procedure. Three study questions were addressed at a 0.05 significance level utilizing frequency distribution, percentage, Pearson product-moment correlation, and multiple regressions. The findings of the study showed that self-esteem (r = .202, p<0.05), self-efficacy (r = .207, p<0.05), social integration (r = .275, p<0.05), gender (r = .138, p<0.05) and parental socioeconomic status (r = .207, p<0.05) have a significant relationship with mental health among secondary school students in southwestern Nigeria. In contrast, age (r = .047, p>0.05) has no significant relationship. All the independent variables jointly accounted for a 10.2% variance in predicting mental health among secondary school students in southwestern Nigeria. Also, self-esteem (β = .182, t = 2.049, p<0.05), self-efficacy (β = 138, t = 2.548, p<0.05), social integration (β = .122, t = 2.751, p<0.05), gender (β = .104, t = 1.944, p<0.05) and parental socioeconomic status (β = .457, t = 3.181, p<0.05) had a relative influence on mental health among secondary school students in southwestern Nigeria, while age (β = .069, t = 1.701, p>0.05) had no relative influence. In conclusion, there should be rehabilitation and counselling services available to students of this category. Trained special educators should be posted to all secondary schools to guide them through transitioning and help them manage stress. © 2024 Horizon Research Publishing. All rights reserved.
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