INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS, AGE AND GENDER ON ACADEMIC ADJUSTMENT OF STUDENTS WITH LEARNING DISABILITIES IN IBADAN, OYO STATE

Abstract

This paper investigated influence of parental socio-economic status, age and gender on 
academic adjustment of students with learning disabilities in Ibadan, Oyo state. The paper 
maintained that ability of a student to adjust to a school environment leads to academic 
adjustment. However, it sees academic adjustment as one of the challenges the students 
with learning disabilities encounter in school.  The main purpose of this study is to 
investigate influence of parental socio-economic status, age and gender on academic 
adjustment of students with learning disabilities. Three research questions were raised 
and answered in the study. A correlational research design was adopted in the study. The 
samples of the study comprised two hundred and eighty three (283) respondents (male
114 and female 169) that were purposively selected. A questionnaire with two sections: 
A demographic variables including age and gender, and B: parental socio-economic status 
and academic adjustment was used. It was validated by experts in learning disabilities 
and economics and it has a reliability of =0.78 using Cronbach Alpha. The data collected 
were analysed using Multiple Regression Analysis, and Pearson Product Moment 
Correlation Coefficient. Results indicated joint contributions of parental socio-economic 
status, age, and gender on academic adjustment of students with learning disabilities was 
significant. This study has successfully demonstrated that all the variables significantly 
predicted academic adjustment. Built on the result of the study, it was recommended that 
academic adjustment of the students with learning disabilities should be given priority by 
all the stakeholders in the educational sector.