EFFECTS OF COGNITIVE MODELLING ON PROBLEM SOLVING AND SELF EFFICACY OF PUPILS WITH HEARING IMPAIRMENT IN IBADAN, NIGERIA

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dc.contributor.authorABUBAKAR, Muhammed Sanni
dc.date.accessioned2022-03-16T09:39:43Z
dc.date.available2022-03-16T09:39:43Z
dc.date.issued2018-05
dc.description.abstractResearch has revealed that impaired hearing organ is capable of affecting the cognitive development of pupils and thus inhibiting reflective thinking that is required for an effective problem-solving and enhanced self-efficacy of pupils.It is against these backdrops that the researcher investigated effects of cognitive modelling on problem solving and self-efficacy of pupils with hearing impairment in Ibadan. Specifically, this study examined thedifference in the: (i) problem-solving and self-efficacy of pupils with hearing impairment exposed to Cognitive Modelling (CM) training and those in the control group; (ii) problem-solving of pupils with hearing impairment exposed to CM training and those in the control group; (iii) self-efficacy of pupils with hearing impairment exposed to CM training and those in the control group; (iv) sustainability effect of CM training on problem-solving of pupils with hearing impairment exposed to CM training and those in the control group; and (v) sustainability effect of CM training on self-efficacy of pupils with hearing impairment exposed to CM training and those in the control group. The study adopted a quasi experimental design. A two-stage sampling procedure, which included convenient and purposive sampling techniques were employed to select two primary schools for pupils with hearing impairment. A total of 113 hearing impaired pupils made up of 65 in the experimental and 48 in the control groups participated in the study. Two instruments were adapted for data collection with the reliability of 0.74 and 0.76, respectively. Mean, Standard Deviation, t-test and Analysis of Covariance at 0.05 level of significance were employed for data analysis. The findings were that a significant difference existed in the: i. problem solving and self-efficacy of pupils with hearing impairment exposed to CM training and those in control group t(112) =9.71> 0.05; ii. problem solving of pupils with hearing impairment exposed to CM training and those in control group F (1, 112) = 0.000 ρ<0.05; iii. self-efficacy of pupils with hearing impairment exposed to CM training and those in control group F (1,112)= 0.000ρ< 0.05; iv. sustainability effect of CM training on problem-solving of pupils with hearing impairment exposed to CM training and those in control group t(23.80)= 0.000 P < 0.05; and v. sustainability effect of CM training on self-efficacy of pupils with hearing impairment exposed to CM training and those in control groupt(10.56) )= 0.000 P < 0.05. The study concluded that CM training was effective in improving the problem-solving and self-efficacy of the pupils.By implication, improved problem solving and self efficacy will enhance the learning activities of the pupils with hearing impairment. It recommended that teachers should incorporate CM training in their classroom teaching and educational psychologists and that school counsellors should implement CM training as a remedial measure to improve the problem solving and self-efficacy of pupils with hearing impairment.en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/7711
dc.language.isoenen_US
dc.publisherUNIVERSITY OF ILORINen_US
dc.subjectCOGNITIVE MODELLINGen_US
dc.subjectPROBLEM SOLVINGen_US
dc.subjectSELF EFFICACYen_US
dc.subjectPUPILSen_US
dc.subjectHEARING IMPAIRMENTen_US
dc.subjectIBADANen_US
dc.titleEFFECTS OF COGNITIVE MODELLING ON PROBLEM SOLVING AND SELF EFFICACY OF PUPILS WITH HEARING IMPAIRMENT IN IBADAN, NIGERIAen_US
dc.typeThesisen_US

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