International Journal of Academic Research in Business and Social Sciences

search-icon

Predictors of Skills Acquisition among Students with Learning Disability in Agricultural Science Subject

Open access
In inclusive education principals’ competence, parent involvement and availability of infrastructure were viewed among the contributing factors that determines the effectiveness of secondary schools. Despite their important in the area, there was less substantial study regarding to these predictors in Adamawa state secondary schools. The aim of this study is to identify the predictor in the implementation of inclusive education on skills acquisition among students with learning disability in agricultural science subject. Therefore, the study investigated how the agricultural science teachers perceived the most predicting variable among the predictors in the implementation of inclusive education in Adamawa state secondary schools, Nigeria. The study employed a cross-sectional survey design with multi-stage cluster sampling technique. A validated survey instrument was distributed to 243 agriculture teachers in Nigeria that were asked about their perception on the selected factors in implementing inclusive education on skills acquisition among students with learning disability in agricultural science subject. The analysis of the data revealed that all the variables significantly predicted skill acquisition among students with learning disability in agricultural science subject, however; parent involvement appeared to be the leading predictor with (? = .397, P = .000). Therefore, in other to improve on the other predictors in Adamawa state secondary schools; it is essential to emanate an extensive, organized and rational program for improving their predicting effects by looking at the items that measured it in the questionnaire, thus may improve the level of effective implementation of inclusive education in Adamawa state secondary schools.
Amponsah, M. O., Milledzi, E. Y., Ampofo, E. T., & Gyambrah, M. (2018). The relationship between Parental Involvement and Academic Performance of Senior High School Students: The Case of Ashanti Mampong Municipality of Ghana. American Journal of Educational Research, 6(1), 1-8.
Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: Policy, contexts and comparative perspectives. New York: Routledge.
Boit, C. J., Ikiara, G., Odhiambo, A. E., Tuda, R. A., Mung’atia, J., & Chengecha, A. M. (2016). Extent of success in implementation of inclusion of special needs children’s access and participation in preschools in Kericho County. (Doctoral dissertation, University of Nairobi) (Kenya).
Clark, C. (Ed.), Dyson, A. (Ed.), Millward, A. (Ed.). (1995). Towards Inclusive Schools? London: Routledge, https://doi.org/10.4324/9780429469084
Dania, J., Bakar, A. R., & Mohamed, S. (2014). Factors Influencing the Acquisition of Employability Skills by Students of Selected Technical Secondary School in Malaysia. International Education Studies, 7(2), 117-124.
Ejere, E. I. (2011). An Examination of Critical Problems Associated with the Implementation of the Universal Basic Education (UBE) Programme in Nigeria. International Education Studies, 4(1), 221-229.
Ezewu, E. E. (1985). Sociological Ideas and Educational Practice. RAI Obanga, M. Okoye, Ezewu, E. and D. Ajejumo, (1985). Theory and Practice of Education. Lagos: Basic Books Publishers.

Fajoju, S. A., Aluede, O., & Ojugo, A. I. (2016). Parental involvement as a correlate of academic achievement of primary school pupils in Edo State, Nigeria. Research in Education, 95(1), 33-43.
Gargiulo, R. M., Metcalf, D., & Metcalf, D. J. (2017). Teaching in Todays Inclusive Classrooms: A Universal Design for Learning Approach: Nelson Education. Third Edition. Australia: Wadsworth.
Garuba, A. (2003). Inclusive Education in the 21st Century: Challenges and Opportunities for Nigeria. Asia Pacific Disability Rehabilitation Journal, 14(3), 191-200.
Gavish, B. (2017). Four profiles of inclusive supportive teachers: Perceptions of their status and role in implementing inclusion of students with special needs in general classrooms. Teaching and Teacher Education, 61, 37-46.
Gistituati, N., & Suyuthie. Management and Supervision Competences of State Elementary School Principals. International Conference on Education Innovation (ICEI 2017). Atlantis Press.
Hopkins, D. (2015). Improving the quality of education for all: A handbook of staff development activities. New York: Routledge.
Naz, A., Khan, W., Daraz, U., Hussain, M., Alam, I., & Alam, H. (2012). Assessing the Consequential Role of Infrastructural Facilities in Academic Performance of Students in Pakistan. International Journal of Social Sciences & Education, 3(2).
Ngure, G. N. (2015). Utilization of instructional media for quality training in pre-primary school teacher training colleges in Nairobi County, Kenya (Doctoral dissertation, Kenyatta University).
Ogbuanya, T. C., & Okoli, S. T. (2014). Workshop equipment and facilities as critical factors for Sustainable Skill Acquisition through TVET in Nigeria. JORIND, 12(2), 323 - 326.
Ogbueghu, S. N., & Ugwu, I. O. (2016). Junior Secondary Schools Pupils with Disabilities and Their Access to Quality Education. Global Journal of Applied, Management and Social Sciences, 12. 42-49.
Okoye, R., & Arimonu, M. O. (2016). Technical and Vocational Education in Nigeria: Issues, Challenges and a Way Forward. Journal of Education and Practice, 7(3), 113-118.
Olaitan, S. O. (1996). Vocational education in Nigeria and manpower development. Unpublished Manuscript. University of Nigeria, Nsukka.
PaDelford, H. E. (1984). Acquiring Psychomotor Skills. Journal of Epsilon Pi Tau, 10(2), 35-40.
Galguera, M. P. (2016). The influence of UNESCO on the development of national technical education and vocational training: A comparative study in Botswana and Namibia (Doctoral dissertation, Universidad
In-Text Citation: (Umar & Rashid, 2019)
To Cite this Article: Umar, M. A., & Rashid, A. M. (2019). Predictors of Skills Acquisition among Students with Learning Disability in Agricultural Science Subject. International Journal of Academic in Research Business and Social Sciences, 9(10), 301–314.