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GENDER DIFFERENCES IN TEACHERS’ KNOWLEDGE AND ATTITUDE TOWARDS THEIR ROLES IN THE EDUCATION OF STUDENTS WITH LEARNING DISABILITIES IN IBADAN
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to investigate the gender differences in teachers’ knowledge and attitude towards their roles in the education of students with learning disabilities in Ibadan, Nigeria. The education of students with learning disabilities requires specialized knowledge and skills to effectively meet their unique needs. However, there is limited research exploring the potential influence of gender on teachers’ knowledge and attitudes in this specific context.
The study will adopt a mixed-methods approach, combining quantitative and qualitative data collection methods. A survey questionnaire will be administered to a sample of teachers in Ibadan to assess their knowledge about learning disabilities and their perceived roles in supporting students with learning disabilities. Additionally, in-depth interviews will be conducted with a subset of participants to gain deeper insights into their attitudes, beliefs, and experiences.
The findings of this study will provide valuable insights into whether gender plays a significant role in teachers’ knowledge and attitudes towards students with learning disabilities. It will explore possible variations in perceptions, expectations, and approaches to teaching students with learning disabilities based on gender. The results may have implications for teacher training and professional development programs, highlighting the need to address potential gender-related disparities in knowledge and attitudes.
The study’s potential contributions include enhancing the understanding of gender dynamics in special education contexts, shedding light on the factors that influence teachers’ perspectives, and informing the development of targeted interventions to improve inclusive education practices for students with learning disabilities.
Ultimately, this research aims to contribute to the ongoing efforts to create an inclusive educational environment in Ibadan, Nigeria, where students with learning disabilities receive equitable opportunities for academic and social development.
GENDER DIFFERENCES IN TEACHERS’ KNOWLEDGE AND ATTITUDE TOWARDS THEIR ROLES IN THE EDUCATION OF STUDENTS WITH LEARNING DISABILITIES IN IBADAN, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
