Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng/handle/123456789/7973
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dc.contributor.authorIsaiah, O. O.-
dc.date.accessioned2023-02-24T08:46:42Z-
dc.date.available2023-02-24T08:46:42Z-
dc.date.issued2021-
dc.identifier.issn1596-5953-
dc.identifier.otherui_art_isaiah_effect_2021-
dc.identifier.otherIbadan Journal of Educational Studies 18(1&2), pp. 91-97-
dc.identifier.urihttp://ir.library.ui.edu.ng/handle/123456789/7973-
dc.description.abstractThis study examined the effect of problem-solving strategy and gender on the emotional stability among students with hearing impairment in Ibadan, Oyo state. The Pretest-posttest control group, quasi experimental design was adopted for the study. Two secondary schools were purposively selected from Ibadan. Thirty-two students with hearing impairment hearing loss were selected for the study. The participants were assigned to experimental and control groups. Those in the treatment group were exposed to problem-solving strategy while those in the control group were not. The treatment lasted eight weeks. The instrument used for data collection was Cattell’s Jr. High School Personality Questionnaire (HSPQ)(r=0.80). Data were analysed using Analysis of Covariance. The hypotheses were tested at 0.05 level of significance. The finding revealed a significant main effect of treatment on emotional stability of the participants (F (1.58=7.532, p<0.05). Gender has no significant main effect on the emotional stability of the participants. There was no interaction effect of treatment and gender on emotional stability of the participants.en_US
dc.language.isoenen_US
dc.subjectEmotional stabilityen_US
dc.subjectGenderen_US
dc.subjectProblem solving skillsen_US
dc.subjectStudents with hearing impairmenten_US
dc.titleEffect of problem-solving Skills and gender on emotional stability among students with hearing impairment in Ibadan Oyo Stateen_US
dc.typeArticleen_US
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