LOCUS OF CONTROL AND ACADEMIC PERFORMANCE: A CORRELATIONAL STUDY AMONG DEAF SECONDARY SCHOOL STUDENTS IN GHANA AND NIGERIA

Zakaria Alhassan, Balarabe Musah, Abdallah Issah, Mohammed Bashiru

Abstract


Determining the factors that affect academic success is essential for enhancing educational outcomes for students, especially those with disabilities like hearing impairments. The study examines the relationship between locus of control and academic performance in deaf secondary schools. The study employed a correlational design. The population for the study was 942 second-year deaf students of secondary schools. A multistage sampling procedure was used to choose 400 participants. The study employed three (3) instruments: the academic performance test (APT) (English Language and Mathematics) and the locus of control scale (LCS). The study data was analysed using Pearson Product-Moment Correlation (r) and Independent Sample t-test. Findings revealed a significant positive correlation between locus of control and academic performance among deaf students of senior secondary schools in Ghana and Nigeria. A significant difference also exists between Ghana and Nigeria based on deaf students' academic performance. It was therefore recommended that targeted interventions that foster an internal locus of control should be incorporated into educational assistance programs for deaf students to improve academic performance.

 

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locus of control, academic performance, deaf students, secondary school

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DOI: http://dx.doi.org/10.46827/ejse.v11i2.5978

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