Teacher Professional Skills, Instructional Software and Reading Ability of Lower Basic School Pupils with Learning Disabilities in Calabar Education Zone, Cross River State, Nigeria


Authors : Ikwen, Emmanuel U, Olayi J E, Ashi M M

Volume/Issue : Volume 4 - 2019, Issue 9 - September

Google Scholar : https://goo.gl/DF9R4u

Scribd : https://bit.ly/2oRfGvZ

The study investigated teacher professional skills, instructional software and reading ability of lower basic (primary 1-3) school pupils with learning disabilities in Calabar Education Zone of Cross River State, Nigeria. To guide the study, learning theory and multimedia theory were used as the foundation of the study. Three research questions were raised and converted to three research hypotheses for the study. The design adopted for the study was the survey design. The population of the study covered all 105 lower basic school teachers in the study area. Purposive sampling technique was used to select a sample of 21 teachers for the study. The research instrument used was a four- point modified Likert scale. The statistical tool used for data collection was simple and multiple regression analyses at 0.05 level of significance while the reliability of the instrument was determined through Cronbach Alpha method. The findings rejected all the null hypotheses,that is, teachers’ ability to adapt curriculum, application of tutorial software, and promotion of universal design for learning are highly positively correlated with reading ability of lower basic school pupils with learning disabilities. It was recommended that since all the three variables had positive influence on reading ability they be promoted by all education stakeholders.

Keywords : Teacher Professional Skills, Instructional Software, Reading Ability, Lower Basic School Pupils, Learning Disabilities.

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