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THE INFLUENCE OF SCHOOL RESOURCES ON LEARNING OUTCOMES (AFFECTIVE SKILLS’ DEVELOPMENT) OF PUPILS IN SPECIAL SCHOOLS IN OSUN STATE, NIGERIA

The study investigated the availability of teaching and learning resources in schools tagged “special”. The study employed a descriptive survey research design. The study population consisted of 2,370 pupils in special schools across Osun State, Nigeria. A multistage sampling procedure was used to select schools purposively sampled for the study. The purpose was the availability of special schools in the LGAs. Two special schools were purposefully selected in the two Local Government Areas (LGAs). The total enumeration technique was used to sample 65 pupils in 2 intact classes for the study. Two adapted instruments were used for the study. The first was a checklist on “Resource Availability and Adequacy which was used to determine the availability and adequacy of resources in sampled schools and; an Observation Checklist on Affective Skill Development (OCASD) which was used to collect data on pupils’ demonstration of affective skills. The data collected were analysed descriptively. The study revealed that most teaching and learning resources needed to facilitate challenged pupils’ learning in school are tersely available. The impact of the available instruments is significant on the total model values of 2.8 and 2.7 and the two schools respectively. The study concluded that given adequate teaching-learning resources, special education schools would boost learning outcomes of pupils in special schools.