International Journal of Education and Psychological Research
(Print and Online Peer Reviewed Journal)
Authors: Ifejiofor Adaobi Patricia
The study undertook a situational analysis of learners’ support systems for internally displaced learners in riverine communities in Delta State. Three research questions were raised and two hypotheses were tested for the study. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 315 internally displaced learners in nine riverine communities in Delta State affected by flood. A structured and validated questionnaire was used for data collection. The reliability of the instrument was established using Cronbach’s alpha statistic which yielded reliability coefficients of 0.82., 0.79 and 0.87 for the three sections with an overall reliability co-efficient value of 0.73. Frequency count, percentage, mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that internally displaced learners in riverine communities in Delta State perceived that learner support systems are not available at the disposal when flood crisis affected their communities. Respondents perceived that learner support systems at their disposal are utilised to a low extent and were not satisfied with the learner support systems at their disposal when flood crisis affected their communities. The study also revealed that male and female internally displaced learners did not differ significantly in their mean ratings on the extent of utilisation and satisfaction of learner support systems at the disposal in riverine communities in Delta State. It was recommended that government should provide a robust logistic plan for internally displaced learners with effective learner support systems to ensure continuous teaching and learning conditions in times of man-made and natural disasters.