Predictors of Learning Disabilities Among Visual Arts Students at The Senior High School in Ghana

Abstract

Learning disabilities do not occur in isolation but as a result of certain environmental factors such as school, class, and home with various underlining conditions which immensely present barriers to students learning. The study, therefore, employed a triangulation mixed research approach with a questionnaire, observation, and focus group discussion aimed at identifying learning disabilities and their various causal factors at the SHS, typically among students who seems to be a repository of BECE under-performance at the visual arts department. Data was sourced from 119 visual arts students (85 males; 34 females), 59 “BECE under-performance” (33 males; 26 females), 5 visual arts practical lessons, and 8 focus group members (4 males; 4 females). The findings revealed that students with underperforming BECE grades were admitted to pursue visual arts programme at the SHS. This was due to varied environmental deprivations in school, classroom, and at home that presented an unconducive learning environment for these students. It was therefore recommended that strategic educational interventions should be adopted to help avert the situation.