Assessment of Learning Disabilty and Pupils’ Perception of Self and School Environment in Public  Primary Schools in Cross River State, Nigeria

Dr Richard Ayuh Ojini, Dr Bernard Diwa Otu, Dr Julius Micheal Egbai, Emmanuel Bekorfema Ugbe & Christiana Sunday Essien


Guided by two null hypotheses, the aim of this study was to assess learning disabilty and pupils’ perception of self and school environmnet in public  primary schools in Cross River State, Nigeria. The population of the study was 153,107 primary five pupils. The independent variable was learning disability (delimited to dyslexia, dysgraphia, dyscalculia and dyspraxia) and the dependent variables were pupils’ perception of self and perception of school environment). Survey research design was used. Stratified sample technique was deployed to sample 740 primary six pupils in public schools. Data were collected using Assessment of Learning Disabilities and Perception of Self and School Environment Questionnaire (ALDPSSEQ). The hypotheses were tested at .05 alpha level using multiple regression analysis. The results obtained showed that learning disabilities significantly predict primary school pupils’ perception of self and school physical environments in Cross River State. From the results, it was concluded that pupils’ self and school physical environment perception is a function of their learning disabilities. It was recommended among others that teachers, school psychologists and counsellors should devise deliberate strategies to defeat completely the incidence of learning disabilities among pupils in primary schools.

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