n IFE PsychologIA : An International Journal - Socio-economic status difference in English language comprehension achievement of pupils with intellectual disability

Volume 21, Issue 2
  • ISSN : 1117-1421



The study examined achievement in English Language comprehension of pupils with intellectual disability. The study adopted a pretest, post-test, control group, quasi-experimental design. Ten pupils each were purposively selected from three special schools. They were assigned to two experimental groups (audio-taped and individualized instruction groups) and control. Three instruments were used: Slosson's Intelligence Test (α = 0.86), Socio-Economic Status Scale (α = 0.86), English Language Comprehension Achievement Test (α = 0.79). Three hypotheses were tested at 0.05 level of significance. The data were analyzed using descriptive statistics, Analysis of Covariance (ANCOVA) and Duncan post hoc. The experimental groups were significantly higher in their comprehension score that in the control group (F = 37.14; p< 0.05). It further showed that each of the three possible pairs of instructional groups was significantly different from one another. The individualized group had the highest performance score (x =28.50) followed by audio-taped group (x = 23.12) and the control group (x = 13.98). There was no significant main effect of socio-economic status in comprehension achievement of people with intellectual disability. However, the mean score of pupils from low socio-economic status (x = 22.62) was better than those from high (x = 22.14) and medium socio-economic status (x = 20.83). There was no significant interaction effect of treatment and socio-economic status on English Language comprehension of pupils with intellectual disability. F = .969; p > 0.05). Pupils, special teachers, curriculum planners and future researchers would find the two strategies useful in the enhancement of English language comprehension of pupils with intellectual disability.

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