Integrating Students' with Learning Disabilities in a Conventional Chemistry and Mathematics Classroom. A Catalyst for Enhancing Learning Outcomes and Entrepreneurship

Abstract

The main thrust of this study examined the integration of students' with learning disabilities in a conventional Chemistry and Mathematics classroom setting a catalyst for enhancing students' learning outcomes and entrepreneurial ability in Secondary schools in Calabar Muncipality,Cross River State, Nigeria. Education is a fundamental human right and no individual should be denied. To achieve the aim of this study, a total of one hundred (100) randomly selected respondents from tour(4) public secondary schools where used for the study. The research design adopted was ex­ post facto and the instrument used was a questionnaire on modified tour points scale based on the independent variables (teacher attitude, teaching methods on students' learning outcome in Chemistry and Mathematics. The reliability of the instrument was ascertained using Cronbach-alpha reliability and Kudar-Ricahardson's tormular (KR-20) which yielded a reliability coefficient of (0.86 and 0.86) respectively. Simple random sampling technique was used to select respondents. Data obtained was subjected to analysis using Pearson Product Moment Correlation to ascertain the influence of the independent variables on students' learning outcome in Chemistry and Mathematics. Findings revealed that there is a strong influence of teacher attitude and teaching method on students' learning and entrepreneurial abilities. Based on findings, it was recommended that, Chemistry and Mathematics teachers should encourage inclusive learning in classroom.