INTEGRATION OF SELF-LEARNING AND CLASSROOM LEARNING AS AN EFFECTIVE WAY OF CHILD’S REHABILITATION IN SECONDARY SCHOOLS

TABLE OF CONTENTS

COVER PAGE – – – – – – – – – I
DECLARATION PAGE – – – – – – – – II
APPROVAL PAGE – – – – – – – – III
DEDICATION PAGE – – – – – – – – IV
ACKNOWLEDGEMENTS – – – – – – – V
TABLE OF CONTENTS – – – – – – – – VI
ABSTRACT – – – – – – – – – VIII

CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY – – – – – 1
1.2 STATEMENT OF THE PROBLEM – – – – – 4
1.3 PURPOSE OF THE STUDY – – – – – – 5
1.4 RESEARCH QUESTION – – – – – – 6
1.5 HYPOTHESES – – – – – – – 6
1.6 SIGNIFICANCE OF THE STUDY – – – – – 7
1.7 SCOPE OF THE STUDY – – – – – – – 8
1.8 OPERATIONAL DEFINATION OF TERMS – – – – 8

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1. WHAT IS SELF-LEARNING? – – – – – – 10
2.2. ADVANTAGES OF SELF-LEARNING – – – – 15
2.3. LIMITATIONS OF SELF-LEARNING – – – – 17
2.4. CLASSROOM LEARNING – – – – – – 18
2.5. ADVANTAGES OF CLASSROOM LEARNING – – – 21
2.6. LIMITATIONS OF CLASSROOM – – – – – 24
2.7. INTEGRATION – – – – – – – – 26
2.8. REHABILITATION – – – – – – – 33
2.9. PROSPECT OF REHABILITATING CHILDREN WITH SPECIAL
NEEDS IN AN INCLUSIVE CLASSROOM SETTING – – 33
2.10. REHABILITATION STRATEGIES – – – – – 33
2.11.INTEGRATION OF SELF-LEARNING AND CLASSROOM
LEARNING – – – – – – – – – 35

CHAPTER THREE
RESEARCH METHODOLOGY
3.0 INTRODUCTION – – – — – – – – 38
3.1 RESEARCH DESIGN – – – – – – – 38
3.2 POPULATION – – – – – – – – 39
3.3 POPULATION SAMPLE – – – – – – – 39
3.4 SAMPLING TECHNIQUE – – – – – – – 39
3.5 INSTRUMENT FOR DATA COLLECTION – – – – 40
3.5.1 DESCRIPTION OF THE INSTRUMENT – – – – 40
3.5.2 PROCEDURE FOR INSTRUMENT DEVELOPMENT – – 40
3.6 VALIDITY AND RELIABILITY OF THE INSTRUMENT – – 41
3.7 METHOD OF DATA COLLECTION – – – – – 41
3.8 METHOD OF DATA ANALYSIS – – – – – 41

CHAPTER FOUR
RESULTS AND DISCUSSION
4.1 RESULT – – – – – – – – – 42
4.2 DISCUSSION OF FINDINGS – – – – – – 53

CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATIONS, AND LIMITATIONS OF THE STUDY
5.1. SUMMARY OF THE STUDY – – – – – – 56
5.2. CONCLUSION – – – – – – – – 57
5.3. RECOMMENDATION – – – – – – – 58
5.4. LIMITATIONS OF THE STUDY – – – – – 58
5.5. SUGGESTIONS FOR FURTHER STUDIES – – – – 59
REFERENCES – – – – – – – – 60
APPENDIXES – – – – – – – – 64
ABSTRACT
The mental and psychological wellbeing of students is of paramount importance in every academic institution. The purpose of this study is to investigate on the integration of self-learning and classroom learning as an effective way of child rehabilitation in Jos north local government of plateau state. six research questions were asked, two hypotheses were posited and tested at 0.05 level of significance. A well validated 12 item questionnaire was designed using liker scale model and administered to a sample of 120 students. The analyses and interpretation on the questions reveal that; self-learning as well as classroom learning are important for a child’s development; students who need rehabilitation are open to various learning methods; rehabilitation is a very effective way of helping a child with certain needs for academic improvement. Base on the findings some recommendations were made; parents should encourage their children to have private study time at home; teachers should encourage the child to speak up on ideas they must have come up with in class about a concept

CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Learning has been defined as changing of human behavior as a result of experience and learning process, creation method and using the acquired concepts and also discovering refining and developing concept by learners (Mahmoud, 2005). Creating a background for learning and planning an effective environment is one of the responsibilities of the trainer and is especially of prime importance to teaching and learning process. In line with the fact that learning is a process that involves active knowledge development rather than passive absorption of information, teachers should realize that it is more effective if the students are asked to perform rather than just asked to remember some information.
Education have traditionally relied on the classroom approach to learning in Nigeria since its arrival to the country, although it has been used for a long time as an effective way to help students acquire new knowledge. Mahmoud (2005), claims that many educators argue that this teaching approach is mostly static, passive and not suitable for students preparing for extended field study and a career in teaching. Students reported also that the information delivered during lessons may come too slow or cover what they already know; others have trouble taking in information so rapidly, or they lack the prior knowledge needed to understand the concept (Mahmoud, 2005). In the same light, students are dependent on teachers for acquiring knowledge and there is little or no students’ preparation for and participation in classroom session. The question is whether a dependent learner will be able to maximize his full potential is up for grasp.
The development of self-learning in academic setting focuses on the needs, abilities, interest, and learning style of students. Self-learning is not a latest trend in education. Self-directed learning is not the latest trend in education. It has been around since the beginnings of cognitive development (Aristotle and Socrates), and is a natural pathway to deep understanding and efficacy (petro, 2017). Self-learning packages provide a form of instructional methodology that gives learners an opportunity to work individually according to their special needs. By being mindful of the ways self-directed learning can appear in the classroom, and leveraging it as an integral part of how we learn, we can create a more meaningful learning experience for students that will last beyond the regurgitation of memorized content (Petro, 2017).
In light of the fact that learning is a process that involves active knowledge development rather thanthe passive absorption of information, teachers should realize that it is more effective if the students are asked to perform rather than just asked to remember some information. Learning has been defined as changing of the behavior as a result of experience and learning process creation method and using the acquired concepts and also discovering, refining and developing. Nigerian education requires more than modernization of curriculum, integration of ICT into education.It also requires radically different approaches to learning processes.
Classroom learning mainly focuses on cleverly, robotic memorization and regurgitation of information the teacher deems important. Self-learning on the other hand redeemed the student to learn at his own pace environment and context, making it unguided and improperly done as the student decide what to do, when to do and how to do. In view of that there is a need for Nigerian to integrate these two different ways of learning for proper maximization of educational goals and student potentials. Nigerian education should focus on cultivating critical thinkers and rational thought that encourage innovation, creativity, and ultimate economic development. Active learning pedagogies are well known to enhance student learning both inside and outside the classroom. The class experience can be enriching and the delivery of the curriculum modernized through the uses of online resources and through innovative assignment requiring problem base learning that require students to use knowledge learn not just to recite them. Making this change will require more effort by the teachers, school administrators, and stakeholders in education, but the reward in term of student learning and intellectual development will prepare students for productive role in the modern world. The power of integration is in sequencing the activities, engaging the learner in different ways, and then optimizing the combined learning effect. The content of the course will be made interactive (Soyemi, Oyuniyinka, and Soyemi 2015). The idea behind this study is to examine how self-learning and classroom learning can be used together as a key to effective child rehabilitation.
1.2 STATEMENT OF THE PROBLEM
The ability to make connections among desperate element of information and meaningful synthesize concepts has been heralded as a necessary skill for success in the knowledge economy in the twenty first century. For many years now in Nigeria, learning is either by self or in the classroom. In most settings in the African continent students are more used to classroom learning than learning by self. This separate and longtime ways of learning have their strengths and weaknesses; while in the classroom learners wait for the view of the teachers and his or her own directives, which limits scope in the learning process. The self exposes the child to so many ideas that could be unreasonable as of the time and age. This leave both ways either limiting the student or over exposing the students to information. The strategies employ by both self and class room learning has been criticize to be too rigid or too fragile. With this criticism, the researcher looks into how both approach can be put together to enhance better performance in students. A way that will not be too rigid or too fragile. This brought the concept of integrating self-learning and classroom learning as a key to effective child rehabilitation in Jos north local government. It is very clear that both approach are beautiful ways of acquiring knowledge, but for better performance and understanding the two should be brought together.
1.3 PURPOSE OF THE STUDY
The main objective of this study is to investigate the integrated of self-learning and classroom learning as a key to key to effective Childs rehabilitation in Jos north local area of plateau state. In specific terms, it seeks to;
1. To find out the relationship between self-learning and classroom learning in Childs development.
2. To bring to limelight the impact of integrating self and classroom learning.
3. To suggest the integration of self-learning and classroom learning as a key to effective Childs rehabilitation.
4. To create awareness on the possible solutions on how a child can be rehabilitated using the combination of self and classroom learning.
5. To bring to limelight the two different approach to learning can be used to effectively rehabilitate a child.
6. To make the public, teachers, and students to actively participate in learning processes towards developing the child.
1.4 RESEARCH QUESTION
1. What is the relationship between self-learning and class room learning?
2. Is the integration of self-learning and classroom learning a key to effective Childs rehabilitation?
3. What are the approaches to effective rehabilitation of a child?
4. In what way will the integration of self-learning and classroom learning assist in the effective way of rehabilitating a child?
5. To what extend can the activities of integrated learning help to rehabilitate a child?
1.5 HYPOTHESIS
1. There is no difference in the outcomes of self-learning and class room learning
2. There is no significant difference in the integration of self-learning and classroom learning on the rehabilitation of a child
1.6 SIGNIFICANCE OF THE STUDY
This research will primarily be a guide to teachers on how to guide children through integrated learning. The results of this study may provide useful information that can be used as a guide in handling children that need rehabilitation. It will also bring to the awareness of parents and students the importance of them been educated on how to achieve a holistic learning process using integrated learning. This study therefore becomes important in order to help understand the advantages and the disadvantages of self-learning and classroom learning and the need for integrating both of them to effectively teach a child. The research findings will helps ensure that the Childs educational needs are well considered in intellectual skills and character development are the main points of consideration for learning. It is also important when the society know that the Childs need all the resources for learning and everyone is a party to the child learning process within and outside the class room. This work will help educational administrators and curriculum developers to include ideas that will assist the child to actively participate within and outside the class room.
It would be of immense help to the psychologists and sociologists who regard the need of the child as their priority to do proper monitoring of the educational development of a child and make proper placement according to the ability and interest of a child. The findings of this research will provide a base for further research in the area of integrating approaches to learning and above all, it will contribute to the acquisition of knowledge in general
1.7 SCOPE OF THE STUDY
The research work investigates on the integration of self-learning and classroom learning as a key to effective child rehabilitation in Jos north local government area, some selected secondary school. Adolescents were used for the study; consequently, they stand a better chance to supply more accurate information.
1.8 OPERATIONAL DEFINATION OF TERMS
INTEGRATION: The Combination of two different activities to get a particular or single effect, incorporate.
SELF-LEARNING:This is a process whereby students acquire knowledge on their own.
CLASSROOM LEARNING: This is a process that assist students acquire knowledge with the help of a controlled environment and teaching personnel
EFFECTIVE:Efficient, a way of getting a better out come from situations
CHILD: A person who is not yet an adult
INTERGRATED LEARNING: A combination of self-learning and classroom learning
REHABILITATION: a complete restoration of persons with disabilities to the fullest physically, mentally, socially, vocationally and economically to a level where they are useful and capable of fending for themselves.