ASSISTIVE TECHNOLOGY AND PLAY-WAY APPROACH AS DETERMINANTS OFACADEMIC ACHIEVEMENT IN LEARNERS WITH MILD INTELLECTUALDISABILITY IN IBADAN, OYO STATE, NIGERIA

Abstract

The paper investigated assistive technology and play-way approaches as determinants of academic achievement in learners with mild intellectual disability. Three (3) hypotheses were tested at 0.05 level of significant. The first hypotheses shows the degree of freedom (DOF) = (R1) (C-1) = Row =(5-1)(4-1) = 4* 3 = 12 C = Column. The level of significance is 0.05 and tabulated value = 21.0261. This implied that there is a significant relationship between assistive technologies as determinants of teaching /learning process. The second hypotheses showed that the degree of freedom (DOF) = (R-1)(C-1) R = Row = (5-1)(4-1) = 4*3 = 12 C = column. Level of significance = 0.05 and tabulated value = 21.0261. Since the calculated value is greater than the tabulated, the Null hypotheses was rejected. The last hypotheses was that the Degree of freedom (DOF)= (R-1) (C-1) = R =Row = (5-1) (4-1) = 4*3 = 12C-Column.Level of significance = 0.05 tabulated value = 21.0261.Since the calculated value was greater than the tabulated value, the Null hypotheses was rejected. This implies that there is significant
relationship between assistive technology and play way approaches as determinants on teaching/learning process of learners with mild intellectual disability. Some of the recommendations made include; curriculum planners should inculcate assistive technology and playing approaches in curriculum development for teacher education in Nigeria among others