AN EXAMINATION OF THE REASONS FOR POOR ACADEMIC PERFORMANCE AMONG PHYSICAL AND HEALTH IMPAIRED STUDENT
1.1 BACKGROUND TO THE STUDY
The enormous contributions of education to the growth of any society on the planet cannot be overstated. Education is a critical component of human resource development. As a result, every child has the opportunity to achieve his or her full academic potential. Despite education’s primary goal, it is disheartening to see that poor academic performance has become increasingly common, particularly among students with physical and mental disabilities (Levi, 2001). The Nigerian Federal Government considers physical impairments and health disabilities to be separate and special education categories for individuals with such disabilities. The Disability Education Act of 2004 uses the term orthopaedic impairment to refer to what we commonly refer to as physical impairments for this purpose. Students with physical disabilities face difficulties. with the structure or function of their bodies. Similarly, the term “person with health impairment” is used by the federal government to refer to a group of disorders and diseases that necessitate special health care for students with disabilities (Sittlington, 2005). As a result of the foregoing, low academic performance is acknowledged as a major underlying issue among children with physical and mental disabilities. The consequences of this poor performance include not only low self-esteem in the child, but also a significant source of anxiety and stress for parents, educators, and the government. Frank (2009) discovered, for example, that one year after high school graduation, only 6.5 percent of the 50 students with physical and mental disabilities who had enrolled were still enrolled. Many Many of the students who had dropped out of school due to physical or mental health issues were also unemployed. According to Ellis and Cramer (1995), one year after graduation, 62 percent of physically and mentally handicapped students were unemployed. Other numbers provided by the authors revealed the situation’s significant implications, demonstrating the scope of the problem and the cost to society if better solutions are not developed. According to one study, half of all adolescents who were tested and found to be abusing drugs had physical or mental health issues. Furthermore, students with mental illnesses who drop out of school are more likely to experience financial and social difficulties (Barga, 1996). Adults with disabilities who are unemployed become consumers rather than contributors to public resources (Fass,
2000). As a result of the foregoing, this research is critical in order to scientifically and experimentally analyze the underlying cause(s) of these students’ poor academic performance and, ultimately, identify a solution.
1.2 DEFINITION OF THE PROBLEM
Students with physical and mental disabilities perform poorly on internal and external assessments. This poor performance has special educators, parents, and researchers concerned about the causes of this poor performance (Ckay, 2008). Medical problems, below-average intelligence, specific learning disability, attention deficit hyperactivity disorder, emotional problems, poor, psychiatric disorders, hormonal abnormality, abnormal brain growth, or other forms of medical disorder have all been investigated as possible causes of physical and health impaired students’ poor academic performance (sittlington, 2005). While the preceding
Few empirical studies have been conducted on other institutional factors, such as the availability of qualified trained teachers, teaching aids and laboratory facilities, student attitudes, parental guidance, and government support, to name a few, that have the potential to affect the learning of physically and health impaired students and, as a result, their academic performance (Cliff, 2003). As a result, the purpose of this research is to bridge that gap.
1.3 OBJECTIVES OF THE STUDY
The overarching goal of this study is to discover what causes physically and mentally handicapped students to perform poorly on exams.
The purpose of this research was to:
i. Determine whether a lack of qualified teachers contributed to poor student performance.
Students who are physically and mentally ill.
ii.Determine whether a lack of instructional aids and laboratory equipment contributes to poor performance in students with physical and mental disabilities.
iii. Determine whether a lack of parental supervision contributes to poor performance in children who are physically or mentally ill.
iv. Determine whether student attitudes contribute to poor performance of physically and mentally disabled students.
v. Determine whether poor performance of physically and mentally handicapped students is due to a lack of government assistance.
1.4 QUESTIONS FOR RESEARCH
i.How can a teacher shortage contribute to the poor performance of physically and mentally ill students?
ii.How can a lack of instructional aids and laboratory equipment contribute to poor academic performance among students with physical and mental disabilities?
iii. How can a lack of
Can it be determined whether parental supervision contributes to the poor performance of physically and mentally ill children?
iv. How do students’ attitudes affect the poor performance of physically and mentally handicapped students?
v. How can the poor performance of physically and mentally handicapped students be blamed on a lack of government assistance?
1.5 THE IMPORTANCE OF THE STUDY
The findings of this study will benefit policymakers, curriculum designers, teachers, parents, and students in general. For starters, it will inform the reader and other researchers about the numerous factors that contributed to students with physical and mental disabilities performing poorly. Similarly, parents will find the study’s findings to be quite beneficial in motivating them to prioritize.
They are concerned about their children’s education. It will enable the government to provide the funds and equipment required to improve the effective instruction of physically and mentally challenged students. Finally, this study is noteworthy because it serves as a model for future researchers who may wish to conduct similar studies in different countries.
1.6 THE STUDY’S OBJECTIVE
In the Egor Local Government Area, only one secondary school is likely to be studied. As a result, the researcher focuses on Asoro Grammer School because it is the only special school in the designated LGA that caters to the needs of special needs children.
1.7 TERM DEFINITION
Examining is a type of thorough inspection or investigation.
A cause, explanation, or justification for an action or event is referred to as a reason.