Academic analysis of student-centred teaching and emotional intelligence of children with learning disabilities in primary schools in Gokana Local Government Area of Rivers State

Abstract

This research work was conducted to ascertain the academic analysis student-centred teaching and emotional intelligence of children with learning disabilities in primary school in Gokana Local Government Area of Rivers State. The study was conducted with a sample of 80 teachers drawn from total population of 622 teachers from 4 different primary schools using convenient sampling techniques. The instrument used for data collection was questionnaire titled "Students -Centered Teaching Strategies and Emotional Intelligence Inventory (SCTSEII) which was validated by experts. Reliability of the instrument using Cronbach alpha technique yielded a value of 0.79. Mean and standard deviation were used to answer the research questions. Result from the study showed that learning disabilities had a negative impact on the academic achievement of primary school pupils in Gokana Local Government Area of Rivers State. The result further showed that children-centered practices such as questions and tasks that stimulate learners' thinking beyond rote memorization, as well as integration of emotional intelligence in the teaching and learning process can significantly improve the academic achievement of pupils with learning disabilities, especially dyslexia.