Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Educational Research and Evaluation Chalim Journal of Teaching and Learning
Habibat Bolanle Abdulkareem
Al-Hikmah University, Ilorin, Nigeria
Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Enhancing Access to Early Intervention Services for Children with Developmental Disorders Rasheedat Modupe Oladimeji; Habibat Bolanle Abdulkareem; Rukayat Adetoun Abdulkareem
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3159

Abstract

Children with developmental disorders often experience delays in receiving appropriate care due to inconsistent diagnostic practices and unequal access to early intervention services. This study examined inconsistencies in diagnostic procedures, assessed the accessibility and challenges of early intervention services, and evaluated the contribution of family involvement to children’s developmental progress. A qualitative systematic review design was adopted through the analysis of empirical studies, policy documents, and program reports from diverse contexts. Data were synthesized thematically to identify recurring patterns and service gaps. Findings revealed significant disparities in diagnostic standards, unequal access to essential services, and persistent barriers including inadequate resources, limited public awareness, and cultural constraints. The review further showed that informed and actively engaged families significantly improved the effectiveness of intervention outcomes. The study concluded that standardized diagnostic frameworks and holistic family-centered approaches are essential for equitable and responsive service delivery. It was recommended that policymakers, health professionals, and families collaborate to strengthen inclusive systems that promote early detection, timely intervention, and improved developmental outcomes for children with developmental disorders.
Correlational Study of Self-Efficacy and Social Withdrawal among Secondary School Adolescents Taiye Hassan AHMED; Habibat Bolanle ABDULKAREEM; Kamil Adekola LASISI
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.102670

Abstract

A proportion of secondary school adolescents exhibit social withdrawal behaviors characterized by low levels of social interaction, school participation, and self-confidence. This study aims to analyze the relationship between self-efficacy and social withdrawal among secondary school adolescents. A quantitative approach with a descriptive correlational survey design was employed. The research population comprised 92,097 senior high school students, with a sample of 398 students selected using the Slovin formula and purposive sampling technique. Data were collected using the Social Self-Efficacy Scale (SSES) and the Social Withdrawal Frequency Scale (SWFS). Data analysis was conducted using Pearson Product–Moment correlation and multiple linear regression analysis. The results indicate that low self-efficacy shows a positive but non-significant relationship with social withdrawal, whereas moderate and high self-efficacy demonstrate weak and non-significant negative relationships with social withdrawal. Furthermore, both the simultaneous and partial contributions of self-efficacy to social withdrawal were not statistically significant. The findings suggest that although self-efficacy is not a strong predictor of social withdrawal, strengthening self-efficacy remains important as a preventive effort to support adolescents’ social adjustment through school guidance and counseling services. This study concludes that despite a tendency toward a relationship between self-efficacy and social withdrawal, the association is not statistically significant. The implications of this study highlight the important role of school counselors in identifying students with low self-efficacy and designing confidence-enhancement intervention programs to prevent social withdrawal behaviors among adolescents.
Co-Authors Kamil Adekola LASISI Rasheedat Modupe Oladimeji Rukayat Adetoun Abdulkareem Taiye Hassan Ahmed