Impact Of Explicit And Visual Instructional Strategies On Vocational Interest Of Pupils With Mild Intellectual Disability In Selected Schools In Ibadan, Nigeria

ABSTRACT

Vocational training is important in achieving economic empowerment and

independence in persons with intellectual disability. However, pupils with intellectual

disability often enter the labour market in Nigeria without receiving vocational

training resulting into serious challenges to these pupils. Several existing research on

pupils with intellectual disability focused on improving academic performance, while

few studies have been done on enhancing their vocational interest using Explicit and

Visual Instructional strategies. This study, therefore, investigated the impact of

Explicit Instructional Strategy (EIS) and Visual Instructional Strategy (VIS) in

enhancing the vocational interest of pupils with mild intellectual disability in Ibadan,

Nigeria.

The study adopted a pretest-posttest control group, quasi experimental research design

with a 3x2 factorial matrix. Thirty primary five pupils with mild intellectual disability

were purposively selected from three special schools for the handicapped in Ibadan,

Oyo State, Nigeria. Selected pupils in each school were randomly assigned to the two

experimental groups (EIS and VIS) and control group. Data were obtained using

Slosson‘s Intelligence Test (r=0.86), Reading-Free Vocational Interest Inventory

(r=0.90) and Socio-Economic Status Scale (r=0.87). Participants in the experimental

groups were exposed to eight weeks of vocational interest training using EIS and VIS

strategies. Five hypotheses were tested at 0.05 level of significance while data were

analysed using descriptive statistics, t-test, Analysis of Covariance and Duncan post

hoc test.

The experimental groups (EIS and VIS) had higher vocational interest scores than

those in the control group (F(2,29)=8.04; p