Lifestyle, Gender and Academic Underachievement in English Language Among Students with Learning Disabilities

Abstract

This study investigated the impact of lifestyle and gender on academic under-achievement in English language among students with learning difficulties. A survey-based descriptive research design was utilized. The population for this study comprises all pupils with learning difficulties in the Oyo North Senatorial District of Oyo State, Nigeria. A multi-stage sampling approach was employed to pick five local governments within the senatorial district. Within each local government, a simple random sample technique was utilized to select two secondary schools. This resulted in a total of ten schools included in the study. A purposive sampling strategy was employed to pick a total of two hundred and eighty-seven (287) individuals, with twenty-nine participants chosen from each school. A questionnaire was employed to obtain information about the lifestyle of students with learning disabilities. Additionally, the Mychebust learning disabilities rating scale (with a correlation coefficient of 0.76) and an English language accomplishment exam were utilized to identify students with specific learning difficulties who have not reached their full potential in English language proficiency. Two hypotheses were proposed, with the first one being examined at a significance level of 0.01 and the second one being tested at significance levels of 0.01 and 0.05. The instrument life-style questionnaire (LSQ) demonstrated a reliability coefficient of r=0.86. The study's findings indicated notable correlations between lifestyle and academic underperformance in students with learning difficulties. Additionally, gender disparities in academic underachievement were observed among the participants. The following recommendations were given: students with learning difficulties should receive appropriate guidance on how to lead a positive and resilient lifestyle. Furthermore, it is crucial for teachers to instruct students in the attentive and accurate repetition and recognition of challenging English vocabulary.