BIOGENETIC FACTOR AS A DETERMINANT OF STUDENTS LEARNING ABILITY (A CASE STUDY OF IFE, OSUN STATE) (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Biogenetic and biogenetic factor as a determinant of students learning ability has received a high level of interest. Academic backup for positive results of declaring causes of biogenetic has been made available by attribution theory. If the elements that produce the effect are linked to factors outside the power of individuals, people’s reactions will be less negative. Accordingly, attributing the poor performance, inability to learn fast, and things like mental illness to biogenetic effect will lead to dejection, rejection, and neglect of people affected by such. In addition, other beliefs say that biogenetic explanations will not only assist to minimize stigmatization by the public, but will also assist in minimizing self-stigmatization and stigma seen and experienced by those caring for people with these deficiencies. This blame for the disorder is not only taken away from the patients but also from the parents and families. By this, some of the stigma linked with the disorder is reduced. Also, it is debated that blame and anger are minimized; hence pity, compassion and desire to help will be maximized. Quite a number of studies have given empirical report for negative influence of biogenetic causal explanations. Some researchers said that such definitions reduced the level of hopefulness that the problem can be rectified with the right help, and maximize the belief that other family members will be affected by the same problem. A number of studies have shown that biogenetic causal beliefs are linked to negative attitudes, involving perceptions that ‘mental patients’ are dangerous and not wise to be closer to, that they are antisocial and difficult to be predict. They stand on the fact that if people think that the disorder is caused by faulty brain functioning, the person in question or the person with mental health problems will be seen as not being accountable for his/her actions and as someone who cannot control his/her actions, making this person unpredictable. Consequently, fear and the need to completely and roughly control this unpredictability are maximized. Walker and Read (2002), who examined the diverse impacts of biogenetic, found that the former significantly maximized perceptions of dangerous and unpredictability. Most debates against promulgating biogenetic causal explanations are focused around controllability and unpredictability and are based on findings taken from surveys among students. On this premise, we can say that biometric factors affect students learning ability. The objective of this study is to know if biogenetic factors determine students learning ability.
- STATEMENT OF THE GENERAL PROBLEM
The poor performance of s4condary school students in both internal and external examinations in core subjects has been a subject of debate as different factors have been attributed to such. poor learning ability of students has ended up producing secondary school graduates who are not mentally and academically prepared for tertiary education.
