A Quasi Experiment Of The Effect Of Scaffolding And Gender On Self-Help Skills Of Pupils With Intellectual Disability

Abstract

There may be differences in the development and level of self-help skills of pupils with intellectual disability (ID) that are influenced by some factors. Feeding, dressing, toileting, and self-hygiene skills are essential for independent daily living. In this study, scaffolding and gender effects were examined on the self-help skills of participants. The participants of this study were a group of students with intellectual disability from two special schools in Ibadan, Nigeria, who participated in a quasi-experimental study of pre-test, post-test, and control group study. A total of 17 pupils were purposively selected and randomly assigned to either the scaffolding or control group (N = 17, male = 7, female = 10, mean age range = 11-15 years). Participants in the control group received a placebo, while those in the experimental group underwent 24 scaffolding sessions over eight weeks. A self-developed self-help skills rating scale was used to assess the participants before and after the intervention. According to the analysis of covariance, there was no statistically significant difference between the results of both groups before and after the test. Self-help skills were not significantly affected by participants' gender. Based on the present study's findings, alternative teaching strategies should be adopted by teachers, caregivers, and parents of pupils with intellectual disability to enhance their self-help skills.