Parental Role in Mathematics Achievement of Visually Impaired Students in Benue State

Authors

  • Victor T. Ukeli Department of Educational Psychology, College of Education, Katsina-Ala,Nigeria
  • Isaiah A. Akem Department of Curriculum Studies College of Education, Katsina-Ala,Nigeria

Abstract

The impact of parental role on students’ achievement has received a significant amount of research attention in the general, but surprisingly, very little research has been conducted in this area for students with disabilities. This study investigated the relationship between parental role (both at home and school) and Mathematics achievement for students with visual impairments. The samples used for the study (N = 215 and N = 153) were taken from St. Francis Special Schools for the Deaf and Dumb, Vandeikya and Otukpo respectively. Multilevel modelling was used to investigate the research questions. Parental role at school was positively associated with Mathematics achievement for students who began the study in primary school, and parental role at home was negatively associated with Mathematics achievement for students without a cognitive disability. Thus, there was a strong positive association between Mathematics achievement and parental role at home for students who also had a cognitive disability.

DOI: 10.5901/jesr.2013.v3n5p25

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Published

2013-09-20

How to Cite

Ukeli, V. T., & Akem, I. A. (2013). Parental Role in Mathematics Achievement of Visually Impaired Students in Benue State. Journal of Educational and Social Research, 3(5), 25. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/636