ABSTRACT

This study examines interpersonal competence and academic engagement among disabled pupils in Ijebu-Ode Local Government Area in Ogun-State. A descriptive survey research design was adopted for this study. The sample for this study comprised primary school pupils in Ogun State, which are selected through purposive sampling technique. The data was collected using a questionnaire titled “Interpersonal competence and academic engagement among disabled pupils”. Chi square analysis was used to analyse the four research questions. The result revealed that Interpersonal competence significantly relate to physical academic engagement among disabled pupils, interpersonal competence significantly related to cognitive academic engagement among disabled pupils and interpersonal competence significantly relate to emotional academic engagement among disabled pupils.Based on the findings of this study, it is recommended that School staff should be trained to help promote cooperative relationships between pupils with disabilities and pupils without disabilities. There should be successful inclusion for pupils with disabilities into regular education classrooms (i.e., pupils succeeding academically and socially) requires cooperative interactions between pupils with disabilities and pupils without disabilities and professional development activities also can be designed to help teachers in the classroom.Finally, pupils with disabilities are not the only pupils who can benefit from creative methods of instruction and assessment, and perhaps helping teachers reframe the way they approach teaching in general will result in less frustration related to having to accommodate disabled pupils.

Keyword: Interpersonal Competence, Disabled Pupils, Physical, Academic and Emotions.

TABLE OF CONTENTS

CHAPTER ONE: Introduction

1.1       Background to the Study

1.2       Statement of Problem

1.3       Objective of the Study

1.4       Research Questions

1.5       Research Hypotheses

1.6       Significance of the Study

1.7       Scope of the Study

CHAPTER TWO: Literature Review

2.1       Theoretical Framework

2.1.1    Social Construction of Disability

2.1.2    Chickering’s Development Theory

2.2       Empirical Review

2.2.1    Interpersonal Competence and Disabled Pupils

2.2.2    Academic Engagement and Disabled Pupils

2.3       Appraisal of Literature

2.4       Conceptual Review

2.4.1    Pupils Academic Engagement

2.4.2    Interpersonal Competence

2.4.3    The interdependence of listening and interpersonal skills

2.4.4    Education and Pupils with Disability

CHAPTER THREE: Methodology                       

3.1       Research Design

3.2       Target Population

3.3       Sample and Sampling Techniques

3.4       Research Instruments

3.5       Validity and Reliability of Research Instrument

3.6       Method of Data Analysis

CHAPTER FOUR: Presentation of Results

4.1 Analysis of Hypotheses

4.2 Summary of the Findings

CHAPTER FIVE: Discussion, Conclusion and Recommendations

5.1       Discussion of the findings

5.2       Conclusion

5.3       Recommendations

References                                                                                                    

Appendix: Questionnaire