1.1 BACKGROUND TO THE STUDY
Education’s enormous contributions to the growth of any society in the globe cannot be overstated. One of the most significant parts of human resource development is education. As a result, every kid has the chance to reach his or her full academic potential. Despite the primary goal of education, it is disheartening to see that low academic performance has grown increasingly prevalent, particularly among students with physical and mental disabilities (Levi, 2001). Physical impairments and health disabilities are considered separate and special education categories for individuals with such disabilities by the Nigerian Federal Government. To that purpose, the Disability Education Act of 2004 uses the term orthopaedic impairment to refer to what we commonly refer to as physical impairments. Students with physical impairments have issues with their bodies’ structure or function. Similarly, the federal government uses the term “person with health impairment” to refer to a group of disorders and diseases that require specific health care for students with disabilities (Sittlington, 2005). As a result of the foregoing, low academic performance is recognized as a key underlying problem among children who have physical and mental disabilities. The consequences of this poor performance are not just low self-esteem in the kid, but they have also become a severe cause of anxiety and stress for parents, educators, and the government. For example, Frank (2009) discovered that one year after high school graduation, only 6.5 percent of the 50 students with physical and mental challenges who had enrolled were still in school. Many of the students with physical and mental problems who had dropped out of school were also unemployed. According to Ellis and Cramer (1995), 62 percent of physically and mentally handicapped students were unemployed one year after graduation. Other numbers given by the authors revealed the significant implications of the situation, demonstrating the scope of the problem and the cost to society if better solutions are not developed. According to a study, 50 percent of adolescents who were tested and found to be abusing drugs have physical or mental problems. Furthermore, individuals with mental illnesses who drop out of school are more likely to face financial and social problems (Barga, 1996). Adults with disabilities who are unemployed become consumers of public resources rather than contributors (Fass, 2000). As a result of the above, this research is critical in order to scientifically and experimentally analyze the underlying cause(s) of low academic performance among these students and, eventually, identify a solution.
1.2 STATEMENT OF THE PROBLEM
Students with physical and mental disabilities have been shown to do poorly in both internal and external assessments. This dismal performance raises concerns among special educators, parents, and researchers about the causes of this terrible performance (Ckay, 2008). Medical problems, below average intelligence, specific learning disability, attention deficit hyperactivity disorder, emotional problems, poor, psychiatric disorders, hormonal abnormality, abnormal brain growth, or other forms of medical disorder have all been investigated as reasons for physical and health impaired students’ poor performance at school (sittlington, 2005). While the above studies focus on the medical causes of poor performance, few empirical studies have been conducted on other institutional factors such as the availability of qualified trained teachers, teaching aids and laboratory facilities, student attitudes, parental guidance, and government support, to name a few, that have the potential to affect the learning of physically and health impaired students and, as a result, their academic performance (Cliff, 2003). As a result, the goal of this study is to close that gap.
1.3 OBJECTIVES OF THE STUDY
The general goal of this research is to find out what causes physically and mentally handicapped students to do poorly in their exams.
This study aimed to:
- Determine whether a shortage of qualified teachers contributed to the poor performance of physically and mentally ill students.
ii.Determine if insufficient instructional aids and laboratory equipment contribute to low performance among students with physical and mental disabilities.
iii. Determine if a lack of parental supervision contributes to the poor performance of physically and mentally ill kids.
iv. Examine if student attitudes contribute to the bad performance of physically and mentally handicapped students.
v. Determine whether a lack of government assistance is to blame for the poor performance of physically and mentally handicapped students.
1.4 RESEARCH QUESTIONS
i.How can the shortage of qualified teachers contribute to the poor performance of physically and mentally ill students?
ii.How can insufficient instructional aids and laboratory equipment contribute to low performance among students with physical and mental disabilities?
iii. How can the lack of parental supervision contributes to the poor performance of physically and mentally ill kids be determined?
iv. How can the students attitudes contribute to the bad performance of physically and mentally handicapped students?
v. How can lack of government assistance be blamed for the poor performance of physically and mentally handicapped students?
1.5 SIGNIFICANCE OF THE STUDY
The importance of this study is huge since the findings will benefit policymakers, curriculum designers, teachers, parents, and students in general. For starters, it will inform the reader and other researchers about the numerous factors that led to the poor performance of students with physical and mental disabilities. In a similar line, parents will find the findings of this study to be quite beneficial in motivating them to prioritize their children’s education. It will allow the government to give the necessary funds and equipment to improve the effective instruction of physically and mentally challenged students. Finally, this study is noteworthy because it provides as a blueprint for future researchers who may want to perform similar studies in various nations.
1.6 SCOPE OF THE STUDY
Only one secondary school in the Egor Local Government Area is likely to be studied. As a result, the researcher focuses on Asoro Grammer School since it is the only special school in the designated LGA that caters to the needs of kids with special needs.
1.7 DEFINITION OF TERMS
Examinations are a type of comprehensive inspection or investigation.
Reason: A cause, explanation, or justification for an action or event .
Poor Performance: ‘When an employee’s performance or behavior falls short of what is expected.’
Impaired Students: are with a physical or mental disability that significantly restricts one or more key life activities. Disabled kids typically perform poorly in school. Many disabled children have trouble recalling information that is provided visually or audibly.
Health is defined as the absence of sickness or harm.