Influence of Societal Attitude on the Academy Performance of Students with Intellectual Disability

The study was on “Influence of Societal Attitude on the Academic Performance of Pupils with Educable Intellectual Disability in Akwa-Ibom State” with the purpose of examining how societal attitude influence the academic performance of pupils with educable intellectual disability, societal attitude and gender, and the impact of positive and negative societal attitude on academic performance of pupils with educable intellectual disability, in order to enable full integration of educable intellectual disabled person into the society. In the study, related literature was extensively reviewed, three research questions were formulated, the population of the study consisted of all person with Educable Intellectual Disability in two special schools in Akwa-Ibom State (Government Special Education Center Mbiabong Etoi, Uyo, and St. Louise Inclusive School Ikot-Ekpene). This study utilized a survey research design of expo-factor for the purpose of collecting data, of all pupils with Educable intellectual disability in Akwa-Ibom State with a total of 30 respondents 15 from each school. Researcher made questionnaire (Scale for Influence of Societal Attitude on the Academic Performance of Pupils with Educable Intellectual Disability) was adopted to enable the researcher have a comprehensive information about the respondents and the returned questionnaire was used for the analysis. The data collected were subjected to descriptive inferential statistics involving the mean, standard deviation and percentage to analyze the research questions. The finds of the study revealed that there is significant impact of societal attitude on the academic performance of pupils with educable intellectual disability, academic performance male and female pupils with educable intellectual disability is significantly influenced by societal attitude, also that positive and negative attitude significantly influence the academic performance of pupils with educable intellectual disability. From the findings, it was concluded that societal attitude had significant influence on the academic performance of pupils with educable intellectual disability. Positive Societal Attitude helps improve the academic performance of pupils with educable intellectual disability, while negative societal attitude disrupt the academic performance of pupils with educable intellectual disability.