THE CAUSATIVE FACTORS IN SCHOLASTIC MALFUNCTION AMONG SECONDARY SCHOOL STUDENTS IN OBIO/AKPOR LOCAL GOVERNMENT AREA, RIVER STATE

Abstract

This study investigated the causative factors in scholastic malfunction among secondary schools’ students in Obio/Akpor Local Government Area, Rivers State. The major objectives of the study were to find out the external causes of scholastic malfunction in basic skills of reading, writing and arithmetic among secondary schools’ students in Obio/Akpor Local Government Area, Rivers State and to find out the remedial techniques used by the secondary school teachers to help disabled students in learning. The research questions were to see that physical deficiencies, socio- economic factors, home environment, teaching skills and status of parents cause which scholastic malfunction among students? Due to time and financial constraints the study was delimited to the government secondary schools’ students in Obio/Akpor Local Government Area, Rivers State. All the teachers teaching primary classes and all the learning-disabled students of SSS1-SSS3 (indicated by the teachers). Twenty-two secondary schools were randomly selected as sample from the Local Government Area and all the disabled students (indicated by the class teachers) studying in the selected schools were included in the sample, according to the check list prepared by the researchers. One check list and two questionnaires were developed for the study. Check list was used to indicate the learning-disabled students. One questionnaire was for the teachers and the other for the students to collect their responses about the causes of scholastic malfunction. After validation through pilot testing the questionnaires were administered to 88 teachers and 95 students of the selected schools. Responses were analyzed on the percentage basis. This study revealed that educationally weak peers, lack of facility; of media resources were the causes of reading, writing and fundamental math disabilities. Lack of teaching skills, teachers’ attention, use of Audio-Visuals aids (AV-aids) in teaching and lack of opportunities of learning experiences also caused reading, writing and fundamental math disabilities in primary grade students. Teachers were using the remedial techniques like simple individualized and group techniques, affectionate and encouraging attitude, drill and practice in disable area. They were also keeping liaison with the parents. However they were not using the modern techniques due to lack of special trainings in this regard.