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Genetic Factors as Predictors of Learning Disabilities Among Primary School Children in Rivers State

Nna-Kue, Nbame Letam PhD Joy Wanwuri Bright-George PhD

Abstract

This study examined genetic factors as predictors of learning disabilities among primary school children in Rivers State. Three research questions and three hypotheses guided the study. A correlational research design was adopted. The population comprised 12,000 primary school pupils with learning difficulties in public primary schools in Rivers State. The sample size was 372 primary school pupils using Cochran’s formula to determine the sample. Simple random sampling technique was utilized for the study. Data were collected using a self-structured instrument titled “Influence of Genetic Factors on Learning Disabilities of Pupils Questionnaire (IGFLDPQ)”. The instrument was validated by two experts: one in Educational Measurement and Evaluation and the other in Special Education. The reliability of the instrument was established using Cronbach Alpha, which yielded a coefficient of 0.87. Data were analyzed using simple linear regression at a 0.05 level of significance. Findings revealed that family genetic history, neurodevelopmental genetic history, and cognitive inheritance traits significantly predict learning disabilities among primary school children. It was recommended amongst others that early genetic screening and family history assessment should be integrated into school health services. Ministry of Education should collaborate with health professionals to support early identification and intervention for children at risk of learning disabilities.

Keywords

Genetic FactorsFamily Genetic HistoryNeurodevelopmental Genetic HistoryCognitive Inheritance TraitsLearning Disabilities.

References

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