INFLUENCE OF SELF-INSTRUCTION AND INTERPERSONAL PROBLEM SOLVING TECHNIQUES ON SELF IMAGE OF STUDENTS WITH VISUAL IMPAIRMENT IN LAGOS STATE, NIGERIA

KOMOLAFE Adebayo Francis

Abstract


 

The level of educational competence expressed by students with visual impairment influences their learning achievement as observation has shown that some students with special needs express poor classroom interaction and have difficulties in their class activities. This study therefore examined cognitive self-instruction and interpersonal problem solving techniques as enhancers of self-image of students with V.I in Lagos State. The descriptive survey research design was used while purposive sampling technique was used to pick from five integrated secondary schools selected from each of five Local Educational District in Lagos State, 299 students with visual impairment as sample for the study. Three research questions were answered. Data were analysed using descriptive statistics, Pearson Product Moment Correlation and Multiple Regression. The result showed a significant joint effect of self-instruction and interpersonal problem solving technique on self image of visually impaired students (F(5,408) = 22.66, P<0.05) and a significant relative effect of interpersonal problem solving technique (x=0.335, t=5.995) and self-instruction (x=0.081, t=1.145,). The result showed  a significant correlation between interpersonal problem solving technique (r=0.165,); self instruction (0.355) and students image. It was thus concluded that self-instruction and interpersonal problem solving techniques enhance self image of student with visual impairment.

 

It is therefore recommended that, various training and intervention programmes such as self-instruction and interpersonal problem solving should be used to enhance self-image of students with special needs.

 

 


Keywords


Visual impairment, self-image, learning, self-instruction, interpersonal problem solving technique.

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