Academic achievement motivation and interest in schooling on adjustment to school transition among students with visual impairment in South Eastern Nigeria

Abstract

Introduction: The study analysed the impact of academic achievement motivation and interest in schooling on adjustment to school transition among students with visual impairment in south eastern Nigeria. Purpose: To investigate the extent to which academic achievement motivation and interest in schooling would jointly influence the adjustment to school transition among students with visual impairment. Population: The study adopted a descriptive (survey) design. A sample size of one hundred (100) JSS 1 students with visual impairment purposively selected from ten (10) integrated secondary schools in south eastern Nigeria were used for the study. Methodology: Three instruments were used to collect data for the study. Student’s Academic Achievement Motivation Scale (α= 0.86), Academic Adjustment Scale (α=0.79) and Interest in Schooling Scale (α=0.79). Data collected was analysed using analysis of variance (ANOVA) and multiple regression at 0.05 level of significance. Results: The study revealed that academic achievement motivation and interest in schooling jointly predicted adjustment to school transition among students with visual impairment. The study findings also revealed that motivation of academic achievement had an influence on school transition, while interest in school had no influence on school transition adjustment. Recommendation: It was recommended that the government should put in place functional counseling centres in integrated secondary schools as to avail students with visual impairment the opportunity of being attended to and help develop skills that would enable them adjust to their immediate challenges and cope with the rigors of the school environment.