Psychological Challenges of Students with Learning Disabilities in Business and Engineering Skills Acquisition Centers in Yobe State, Nigeria

Abstract

This study investigated the psychological challenges experienced by students with learning disabilities in Business and Engineering Skills Acquisition Centers in Yobe State, Nigeria. Specifically, the study identified the psychological challenges experienced by these students, examined their influence on learning and vocational skills acquisition, and identified measures for reducing the challenges. A descriptive survey research design was adopted. The population comprised students with learning disabilities in Business and Engineering Skills Acquisition Centers across Yobe State, while a sample of 250 respondents was selected from six Centers across the three senatorial districts using a multistage sampling technique based on Nwana's recommendation. Data were collected using a researcher-developed questionnaire titled Psychological Challenges of Students with Learning Disabilities Questionnaire (PCSLDQ). The instrument was validated by experts, and its reliability was established using Cronbach's alpha. Data were analysed using mean and standard deviation. The findings revealed that students with learning disabilities experience psychological challenges such as anxiety, low self-esteem, frustration, emotional stress, poor self-confidence, fear of failure, and social isolation, which negatively affect their learning and vocational skills acquisition. The study concluded that counselling services, supportive learning environments, trained teachers, adapted instructional materials, and psychological support programmes are essential for improving students' psychological well-being and vocational outcomes. The study recommended strengthening inclusive support services in Business and Engineering Skills Acquisition Centers across Yobe State.