Causal Factors of Challenges of Mastering Concord of English among Students with or Without Learning Disabilities in Ibadan, Oyo State, Nigeria

Challenges encountered by students with or without learning disabilities in mastering concord of English in Ibadan, Oyo state, Nigeria necessitated this study. Random sampling and purposive sampling techniques were used in the selection of one hundred and fifty (150) senior secondary class one participants from four Senior Secondary Schools in Ibadan. The sample consisted of 42 (28%) students with learning disabilities and 108 (72%) students without learning disabilities. Likewise, there were 58 (38.7%) males and 92 (61.3%) females. Two research questions were formulated to guide the conduct of the study. Screening for learning disabilities was done using a standardized scale tagged Learning Disability Evaluation Scale Re-normed Second Edition (LDES-R2). Following identification of students with and without learning disabilities, a self-designed questionnaire tagged “Causal factors questionnaire” was used to collect data from the participants. Data were analyzed using multiple regression analysis. The finding shows that school factors had the greatest contribution of 26.9% (β =0.269, t = 2.738, P < 0.05). This is followed by parental factors with 20.0% (β =0.200, t = 2.600, P < 0.05). Then, this is followed by students’ factor with a contribution of – 26.6& (β =0.266, t = 2.948, P < 0.05). Teachers’ factors had the least contribution of – 19.6% (β =0.196, t = 1.928, P > 0.05). On the basis of the findings, this study recommends that to bridge the gap between students with learning disabilities and those without learning disabilities in the learning of English concord, small class size and collaboration between regular teachers of English Language and specialists in learning disabilities should be encouraged.