TEACHERS’ PERCEPTION ON INFLUENCE OF SOCIAL ADJUSTMENT ON ACADEMIC PERFORMANCE OF STUDENTS WITH MILD MENTAL RETARDATION IN GOMBE STATE SPECIAL SCHOOL

TEACHERS' PERCEPTION ON INFLUENCE OF SOCIAL ADJUSTMENT ON ACADEMIC PERFORMANCE OF STUDENTS WITH MILD MENTAL RETARDATION IN GOMBE STATE SPECIAL SCHOOL

Abstract:

This study aims to investigate the perception of teachers regarding the influence of social adjustment on the academic performance of students with mild mental retardation in Gombe State Special School. Students with mild mental retardation often face challenges in their academic pursuits due to various cognitive and social factors. Social adjustment, which encompasses the ability to interact and adapt to social environments, has been recognized as a crucial aspect of academic success for individuals with disabilities.

The study employs a qualitative research design, utilizing semi-structured interviews to gather data from teachers working closely with students with mild mental retardation in Gombe State Special School. A purposive sampling technique will be employed to select participants who possess relevant experience and expertise in special education. Data collected through interviews will be transcribed, coded, and analyzed using thematic analysis to identify recurring patterns and themes.

The findings of this study will contribute to a deeper understanding of how teachers perceive the influence of social adjustment on the academic performance of students with mild mental retardation. It is anticipated that the study will shed light on the specific social adjustment factors that teachers consider crucial for academic success, such as peer relationships, self-esteem, and communication skills. Additionally, the study aims to explore any challenges or barriers that teachers perceive as hindering the social adjustment and subsequent academic performance of students with mild mental retardation.

The research outcomes will have practical implications for educational policymakers, school administrators, and special education professionals in Gombe State and beyond. The findings can inform the development of targeted interventions and support strategies that facilitate the social adjustment of students with mild mental retardation, ultimately promoting their academic success. By understanding teachers' perspectives, the study aims to enhance inclusive educational practices and contribute to the overall improvement of the educational experiences and outcomes of students with mild mental retardation.

Keywords: Teachers' perception, social adjustment, academic performance, students with mild mental retardation, special education, Gombe State Special School.

TEACHERS' PERCEPTION ON INFLUENCE OF SOCIAL ADJUSTMENT ON ACADEMIC PERFORMANCE OF STUDENTS WITH MILD MENTAL RETARDATION IN GOMBE STATE SPECIAL SCHOOL. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS   

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