PRIMARY SCHOOL TEACHERS’ PERCEPTIONS AND MANAGEMENT SKILLS OF LEARNING DIFFICULTIES IN IBADAN NORTH-EAST LOCAL GOVERNMENT AREA, OYO STATE NIGERIA

Abstract

Learning difficulties (LD) significantly interfere with the academic achievements of school children leading to repeated failure, low self-esteem and school dropout. In Nigeria, the proportion of school children experiencing LD is on the increase. Teachers are in the ideal position to detect learning difficulties early in school children and provide additional support. Teaches’ ability to deal with children with LD is affected by their knowledge and attitudes. Few studies have investigated teachers’ knowledge, attitudes and management of school children with learning difficulties in Nigeria despite a considerable percentage of school children being affected. This study aimed to determine Primary school teachers’ perceptions and management of learning difficulties in schoolchildren and associated correlates. This was a descriptive cross-sectional study, using a three-stage multistage sampling to select 450 teachers in Ibadan North-East local government area, Oyo state. The study participants completed a Socio-demographic Questionnaire and Learning Difficulties Questionnaire. The socio-demographic variables included respondents’ age, highest educational qualifications among others. About two-thirds (60.4%) of the participants had good knowledge of learning difficulties. Two-thirds of the respondents (62.7%) also had positive attitudes towards school children with LD, while three-quarters of the respondents (78.2%) had good management skills for LD in school children. However, there was poor knowledge of specific learning difficulties. Two-thirds of the respondents also had negative attitudes towards inclusive education and one-third believed in the spiritual causation of LD in children. Better knowledge among respondents was associated with higher degree educational qualifications. There was also a significant association between respondents’ lower age, increased number of years of teaching, positive attitudes and good management skills. Resources required by the teachers for effective teaching and learning of the school children with LD were greatly lacking. There is need for adequate provision of instructional materials for teaching the school children with LD as well as provision of other necessary supports from the government. In-service training of teachers should also focus on improving teachers’ knowledge of specific learning difficulties.