Inclusive Education as Determinants of Self-Concept and Academic Motivation of Secondary School Students with Hearing Impairment in Lagos State

Abstract

The study investigated inclusive education as determinants of self-concept and academic motivation of secondary school students with hearing impairment in education district of Lagos state. The study adopted descriptive survey research design. The participant comprised 103 male and female (52 male, 51 female) SS1 and SS2 students with hearing impairment purposively selected from inclusive schools in four out of six educational districts in Lagos state. Three null hypotheses were formulated to guide the study. Three research instruments titled Perceived Inclusion Questionnaire (PIQ), General Self-Concept Questionnaire (GSQ) and Academic Motivation Questionnaire (AMQ) with reliability coefficient of 0.63, 0.83 and 0.79 respectively, were used to generate data from the sample of study. Data collected were analyzed using Pearson moment correlation coefficient for the null hypotheses one and two while independent t-test statistical tool was used to test hypothesis three. Findings revealed that both general self-concept and academic motivation have a low but positive relationship with inclusive education. It further showed that there is significant difference in the general self-concept of the participants based on gender. Based on the findings of the study, it was recommended among others that collaboration between parents and school should be priortised to continue to inspire, encourage and motivate the students for better performance.