FAMILY SOCIO-ECONOMIC STATUS AS A PREDICTOR ON THE ACADEMIC PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN THE BUEA MUNICIPALITY, SOUTH WEST REGION OF CAMEROON
Abstract
The study investigated “Family socio-economic status as a predictor on the academic performance of pupils with learning disabilities in the Buea Municipality, South West Region of Cameroon.”. Twenty (50) pupils were sampled across schools in the municipality and 12 teachers were interviewed to get their opinion on the study under investigation. A survey research design was used and the sample of the study emerged through a purposive and convenient sampling techniques. A questionnaire was administered on pupils and an interview guide on their teachers for data collection. The questionnaires were analyzed based on research hypotheses. From the findings, it is obvious that that home socio-economic status acts as a predictor for academic performance for children with learning disabilities. The implication of this is that though parents, teachers and state are aware about the importance of home environment as far as the education of children with learning disabilities is concerned some home factors like the socio-economic factors, parental involvement, parents level of education and home location of the pupils are factors to be looked in to when considering the academic performance of children with learning disabilities. It was recommended that, parents and all the significant others at home should make home environment to be learning stimulatory and study friendly for pupils. Further similar study may be replicated at any other level of Cameroon’s educational system in any part of the country. It is also recommended that schools administrations should involve parents during teacher’s seminars so that they will know how to better help their children at home.
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