Influence of Social Status on Academic Performance of Secondary School Students with Disabilities in Kwara State
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigated the influence of social status on academic performance of secondary school students with disabilities in Kwara state. The descriptive survey of a correlational type was adopted for this study. The population for the study comprised all secondary school students with disabilities in Kwara State, while 200 students with disabilities constituted a sample for the study. Social Peer Rejection Scale developed by Asher et al.’s (2001) was adapted for this study. The adapted scale was validated and has a reliability coefficient of 0.89. The data collected were analysed using percentage for demographic data and research questions while the two null hypotheses formulated were tested at 0.05 level of significance using Pearson’s Product Moment Correlation (PPMC). The results of the findings revealed that 87.0% (n=147) of the secondary school students with disabilities were social rejected and as a result, it has negative influence of the academic performance. The findings also showed that social acceptance influences academic performance of students with disabilities in Kwara State. Implications for counselling practice and recommendations were also made.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it