Interactive Teaching Strategies Influence on Negative Effect of Poor Parental Socio-Economic Status on Academic Performance of Student with Learning Disabilities in Biology in Oyo, Nigeria.

Poor parental socioeconomic status (PSES) negatively influences students’ academic performance, especially for students with learning disabilities (LD). Research has revealed that children from low PSES exhibit slower academic skill development compared with children from high PSES. Interactive teaching strategies as an intervention could reduce this negative influence. Past studies focused on the effect of PSES on students’ performance without considering strategies such as interactive teaching strategies to curb the negative effect of poor PSES on student performance. A quasi-experimental design was employed to determine the influence of interactive teaching strategies on the negative effect of poor PSES on the performance of Biology students with LD in secondary schools in Oyo. The study adopted multistage and random sampling. The sample consisted of 90 SSS1 Biology students with LD. The instruments used were the Delta Screening Scale (r = 0.76), Biology Achievement Test (r = 0.73), and PSES scale (r = 0.74). Data were subjected to ANCOVA and Bonferroni post-hoc test at the 0.05 level of significance. Two hypotheses were tested at the 0.05 level of significance. There was a significant main effect of treatment on students’ performance in Biology (F (2,88) = 13.63, p < .05, η^2 = .26). The interaction effects of the teaching strategies and PSES were insignificant on performance. This study revealed that the interactive teaching strategies used are effective and should be adopted by teachers to mitigate the negative effect of poor PSES on the academic skills of students with learning disabilities.