Abstract

In the Buea Municipality, Cameroon’s South West Region, the study looked at the family environment as a predictor of academic achievement for children with learning difficulties.

The study’s major goal was to see how the family environment affected the academic performance of children with learning difficulties.

Is the family environment a predictor of academic success for children with learning disabilities? That was the major study question. Research hypotheses were developed from the research questions. A survey was used to conduct the research.

The study population was made up of the pupils of the three selected primary schools in the Buea municipality in the South West Region of Cameroon. The purposive sampling technique was also used to select the sample for the study.

And the sample was 50 pupils with learning disabilities. Data was obtained through the use of a written exercise for the learners with learning disabilities. Data were analysed using an Epi? Data and findings were presented in frequencies, and proportions.

Multiple Responses Analysis was also used for the grounding of concepts that emerged from the open-ended questions.

To see if there was a significant difference between proportions, the Chi-Square test of equality of proportions was utilized. The Spearman Rho correlation test was used to analyze the link between conceptual components.

According to the findings, there was a substantial link between family environment and academic achievement of children with learning difficulties.

This suggests that the home element, such as parents’ socioeconomic considerations, parental participation, parents’ level of education, and home location, must be taken into account for people with learning difficulties to perform well academically in school.

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