Several factors have emerged as a major concern in parenting styles as a determinant of career choice among undergraduates with disabilities at the University of Ilorin. This study examined the importance of parenting styles as a determinant of career choice including the concepts of gender, religion, age and level. A descriptive survey designed was adopted. The population consists of undergraduates with disabilities at the University of Ilorin, Kwara State. One research question was raised and four null hypotheses were postulated in the study. Data were collected using a questionnaire tagged “Parenting Styles as a Determinant of Career Choice among Undergraduates with Disability (PSDCCUDQ)”. Data analysis was done using t-test and Analysis of Variance (ANOVA). The results obtained revealed that discussing the problem that many encountered during the ‘choosing my choice of career’ is the most influential parenting style as a determinant of career choice among undergraduates with disabilities at the University of Ilorin. The findings of the study also revealed that there were no significant differences in the perception of respondents on parenting styles as a determinant of career choice based on gender, age, religion but there was a significant difference in the respondents’ perception on parenting styles as a determinant of career choice based on level. Based on the findings of this study, it was recommended that professional school counsellors should provide collaborative support and training to parents on career guidance.

The study examined the influence of parental care on the academic achievement of students with physical impairment in Kwara state. The study adopted a descriptive survey of a correlational type. All students with a physical impairment in Kwara State were the population of this study while 185 students with a physical impairment who were selected through snowball and purposive sampling techniques constituted a sample for this study. A researcher-designed instrument titled: “Influence of Parental Care on Academic Achievement Questionnaire” (IPCAAQ) was used to collect data from the respondents. The data collected were analysed using percentages for demography data and main research questions, Pearson Product Moment Correlation (PPPC) statistical tool was used to test the hypotheses at 0.05 level of significance. The finding of the study revealed that the majority (87.6%) of the students with physical impairment experienced positive parental care and that more than half of the students with physical impaired have high and average levels of academic performance. A significant correlation between parental care and academic achievement of students with physical impairment in Kwara state. In addition, a significant relationship was found between the parental care and academic achievement of male and female students with physical impairment irrespective of their age group. Based on the finding, it was recommended that counsellors should intensify efforts on encouraging parents to show caring for their children with any form of disability in order for them to have good academic achievement.

Anti-social behaviors among Nigerian in-school adolescents continue to increase in an alarming rate. This study assessed teachers’ perceived effectiveness of punishment on student by in Osun State, Nigeria. Participants’ age and years of teaching experience were examined. The research design employed in this study was survey with a population of 200 teachers as the participants. For data collection, a questionnaire designed by the researcher was administered. Percentage, t-test and Analysis of Variance (ANOVA) were used to analyze the two postulated null hypotheses at 0.05 alpha level. Results showed that teachers in Osun State perceived punishment on students as highly effective; no statistical difference was found in the participants responses based on age and years of teaching experience. It was recommended that teachers should be aware of the positive ways of executing punishment for it to be effective by attending trainings, talk shows, seminars, and workshops.

For the Nigerian government to achieve a united, strong, and self-reliant nation, some variables like the socio-economic status of the parents, costly textbooks, the problem of feeding allowances for students, the low motivation of teachers due to low salaries, expensive tuition fees, the unemployment of qualified subject teachers, the lack of teaching aids, insecurity, and so on needs to be considered. Above all, psycho-social variables on the part of the students equally needs to be considered. In line with this, the researcher deemed it fit to investigate psycho-social factors as predictors of disabled students’ academic achievement in General studies at the University of Ilorin. The study adopted a descriptive survey research design. The population for this study was all disabled University of Ilorin undergraduates. A questionnaire was used for data collection. Demographic characteristics of the respondents were described using percentages and the research question generated was answered using mean and rank order. All of the hypotheses formulated for this study were tested using the Mean, Standard Deviation, t-value and ANOVA. The hypotheses were tested at a 0.05 level of significance. The findings of this study revealed that there were no significant differences in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of gender. In addition, findings revealed that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of age. It was also found that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of educational level. Furthermore, findings revealed that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of the mode of entry. Hence, it was recommended that counselling units in the university should be made more accessible and friendly to disabled students so that they can easily visit the centre for guidance. With regard to their physiological, psychological and social development, more publicity is needed to create awareness for the stakeholders. Government and school management should ensure harmonious relationships for every disabled student regardless of their level or class. Students should not see age as a barrier for interacting with their colleagues.