STUDY HABITS, LOCUS OF CONTROL AND GENDER AS DETERMINANTS OF ACADEMIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENT IN TWO SOUTH-WESTERN STATES, NIGERIA.

SAMUEL OLUFEMI ADENIYI; OLAOTAN OLADELE KUKU

STUDY HABITS, LOCUS OF CONTROL AND GENDER AS DETERMINANTS OF ACADEMIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENT IN TWO SOUTH-WESTERN STATES, NIGERIA.

SAMUEL OLUFEMI ADENIYI, OLAOTAN OLADELE KUKU

Abstract

The study examined study habits, locus of control and gender as determinants of academic achievement in English Language of students with hearing impairment in Lagos and Oyo States, Nigeria. Senior secondary students with hearing impaired in inclusive and integrated schools in the two states constituted the population of the study. The sample size of 278 participants was selected through multistage technique. The study adopted a descriptive survey research design. Study Habit Inventory, English Language Achievement Test and Locus of Control Scale with reliability of 0.73, 0.81 and 0.79 respectively were the instruments used to gather data for the study. The four research hypotheses raised were tested at 0.05 level of significance. Data gathered were analyzed using mean, standard deviation, t-test, Analysis of Variance and multiple regression analysis. The study revealed study habits and locus of control has influence on the academic achievement of students with hearing impairment. In addition gender on one hand and independent variables (such as locus of control, study habits and gender) do not significantly contributed to the academic achievement of students with hearing impairment. It was recommended that students with hearing impairment should be helped to develop good study habits and locus of control.

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