Self-Esteem And Career Aspirations as Correlates of Academic Achievement of Learners with Hearing Impairment in Special Secondary Schools in North Eastern Nigeria
Bibliographic record
Abstract
Academic achievement is an important parameter used to measure learners’ outcome in schools. However, studies have shown that the education of learners with disabilities have constantly been neglected by the government of Nigeria. This has led to a downward trend in the academic achievement of learners, especially those with disabilities. This study examines the self-esteem and career aspirations as correlates of academic achievement of learners with hearing impairment in special secondary schools in north eastern Nigeria. Correlation research design was adopted. The target population is 1,402 learners with hearing impairment in special senior secondary schools. Multistage sampling technique was used to select 351 Senior Secondary Two (SS II) learners across the five special schools in North Eastern Nigeria. The instruments for data collection are Learners' Self-esteem Rosenberg Scale (LSRS), Learners’ Career Aspiration Questionnaire (LCAQ), and “An English Language Pro forma (ELP)”. Data gathered were analyzed using Pearson product moment correlation and multiple linear regression. The study found a strong relationship between self-esteem and academic achievement of learners with hearing impairment in English language. There was a moderate but positive relationship between career aspiration and academic achievement of learners with hearing impairment in English language. Both self-esteem and career aspiration jointly have direct positive impact on students’ academic achievement. The study concludes that both self-esteem and career aspiration can independently or collectively push students into better academic performance. The study recommends among others that teachers should work toward boosting self-esteem and career aspiration of their students through constructive teaching approach. Keywords: Self-Esteem, Career Aspirations, Academic Achievement, Learners with Hearing Impairment, Special Schools
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How this classification was reachedexpand
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".