1.1 Introduction
Learning disabilities are neurological dysfunction and they are correlated with basic psychological process. Today, it is perceived that learning disabilities is as a result of minimum brain destruction and dysfunction in the central nervous system owing to neurological developmental lag resulting in clumsiness, restlessness and inattention. And learning is a process by which neurons joined by developing the synapses between them so, a relative influence of brain damage account for ineffective cognitive process which manifest during learning (Wadlington, 2008).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Learning disabilities are often associated with poor academic achievement (Capano, Minden, Chen, Schachar & Ickowicz, 2008). They observed ADHD as a common childhood onset neuropsychiatric disorder characterized by impairing levels of inattention, hyperactivity and impulsivity. He further developed such ideas even further, suggesting that specific learning disabilities, including ADHD, are associated with impairments in working memory. Students with specific language impairments appear to have problems with phonological memory, number recall, working memory and automatic retrieval of items stored in the long-term memory (Capano, et al, 2008).
Schuchardt (2008) also supported the finding that children with learning disabilities tend to experience significant difficulties in acquiring the core skills of reading and writing and thus, struggle in their working memory and central executive functioning. Such impairments may interfere with the learning and recall of mathematical facts and the procedural knowledge to solve calculation problems (Capano, et al, 2008). Indeed, specific learning disabilities are associated with impairments in working memory (Schuchardt, 2008).
Researcher Steele (2008) also proposes that focusing on lectures and class activities around the unification of science themes helps LD students who have learning and memory disabilities at school. For example, students with learning disabilities can be matched with adult mentors on the basis of similar traits. In doing so, LD students can thus improve their academic achievement by building a strong and especially supportive relationship that contributes to positive changes in their academic life (Glomb, 2006).
Although many today do not receive an evaluation until they are in post-secondary education or adults in the workforce. Other individuals with learning disabilities may not receive an evaluation and will proceed through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends. Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages. Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. It is at this point that learning disabilities are referred to as “hidden disabilities”: the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.
It is against this background that the researchers being passionate about youth empowerment through education by helping the system solve the problem of poor academic performance in school. A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community. In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is “specific learning disability,” one of 13 categories of disability under that law. Learning Disabilities” is an “umbrella” term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia (Agomoh & Kanu, 2011).
Therefore, in Nasarawa Eggon Local Government Area where the research was carried out, the activities that was conducted is to know the Influence of Self-concept on Academic Performance of Primary 5 Pupils with Learning Disability.
1.3 Statement of Problems
With reference to brain damage, and neurological developmental lag, it can be deduced that they are casually correlated with basic psychological process. It is pertinent to assert here in this study therefore that a child who suffered from ineffective cognitive process cannot perform well academically. These problems can obstruct a one in learning basic skills such as reading, writing and/or math.
Also, Steele (2008) opined they can interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is pertinent to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace. Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time. The problem of poor academic performance among students has become an issue of concern to education stakeholders. Parents spend their hard earned money despite the difficult economic situation to see that their children are given quality education. The government on her own part has trained and employed quality teachers with improved curriculum to ensure better performance, all to no avail.
1.4 Aim and Objectives of Study
The aim of the study is to scrutinize the Influence of Self-concept on Academic Performance of Primary 5 Pupils with Learning Disability in Nasarawa Eggon Local Government Area. In achieving this aim, the following specific objectives were laid out as follows to determine if:
- Hyper distractibility influences students’ academic performance,
- Eye-hand co-ordination influences students’ academic performance,
- Spatial awareness disorder influence students’ academic performance,
- Dyslexia influences students’ academic performance,
- Hypo-activity influences students’ academic performance,
- Impulsivity influences students’ academic performance of Primary 5 Pupils in Nasarawa Eggon Local Government Area.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does dyslexia disturbance influence students’ academic performance of Primary 5 Pupils with Learning Disability?
- Does hypo-activity influence students’ academic performance of Primary 5 Pupils with Learning Disability?
- Does impulsivity influence students’ academic performance of Primary 5 Pupils with Learning Disability?
- To what extent does hyper distractibility influence students’ academic performance of Primary 5 Pupils with Learning Disability?
- To what extent does eye-hand coordination influence students’ academic performance of Primary 5 Pupils with Learning Disability?
- How does spatial awareness disorder influence students’ academic performance of Primary 5 Pupils with Learning Disability in Nasarawa Eggon Local Government Area?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: Auditory processing disorder does not influence academic achievement of Primary 5 Pupils with Learning Disability in Nasarawa Eggon Local Government Area
- H02: Dyscalculia does not influence academic achievement of Primary 5 Pupils with Learning Disability in Nasarawa Eggon Local Government Area
- H03: Dyslexia does not influence academic achievement of Primary 5 Pupils with Learning Disability in Nasarawa Eggon Local Government Area
1.7 Significance of Study
Student Self-concept on Academic Performance have an impact on their self-concept and, in turn, impact their performances in school. There is a clear relationship between self-concept and students' academic outcomes, and this relationship affects how students deal with the demands of their academic environment, which means a positive self-concept should result in positive educational outcomes and vice versa (Gillan, 2008).
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The study focuses on the Influence of Self-concept on Academic Performance of Primary 5 Pupils with Learning Disability in Nasarawa Eggon Local Government Area.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Nutrition: Nutrition is the science that interprets the interaction of nutrients and other substances in food in relation to maintenance, growth, reproduction, health and disease of an organism. It includes food intake, absorption, assimilation, biosynthesis, catabolism and excretion.
Malnutrition: Malnutrition is a condition that results from eating a diet in which nutrients are either not enough or are too much such that the diet causes health problems. It may involve calories, protein, carbohydrates, vitamins or minerals.
Health: Health is the level of functional and metabolic efficiency of a living organism. In humans it is the ability of individuals or communities to adapt and self-manage when facing physical, mental, psychological and social changes with environment.
Status: Status is a state, condition, or situation.
Physically challenged: physical disability is a limitation on a person’s physical functioning, mobility, dexterity or stamina, other physical disabilities include impairments which limit other facets of daily living, such as respiratory disorders, blindness, epilepsy and sleep disorders.
Children: Biologically, a child (plural: children) is a human being between the stages of birth and puberty. The legal definition of child generally refers to a minor, otherwise known as a person younger than the age of majority.
