Study habits, locus of control and gender as determinants of academic achievement of students with hearing impairment in two south-western states, Nigeria

Abstract

The study examined study habits, locus of control and gender as determinants of academic achievement in English Language among students with hearing impairment in Lagos and Oyo States, Nigeria. Senior secondary students with hearing impairment in inclusive and integrated schools in the two states constituted the population of the study. The sample size of 258 participants was selected through multistage technique. The study adopted a descriptive survey research design. Study Habit Inventory, English Language Achievement Test and Locus of Control Scale with reliability of 0.73, 0.81 and 0.79 respectively were the instruments used to gather data for the study. The three research hypotheses raised were tested at 0.05 level of significance. Data gathered were analyzed using mean, standard deviation, t-test, Analysis of Variance and multiple regression analysis. The study revealed that study habits and locus of control have influence on the academic achievement of students with hearing impairment. In addition, locus of control contributed mostly to the academic achievement of students with hearing impairment. It was recommended that students with hearing impairment should be helped to develop good study habits and locus of control.