Correlates of Dyscalculia and Learning Outcome in Mathematics among SSII Students in Obudu, Cross River State-Nigeria (Published)
Dyscalculia brings about different types of learning disorder which affects individuals (students) at various levels of learning. It enables the students, educators and guidance to determine inabilities, phobia, anxiety and develop compensatory mechanism for under developed areas. This paper deals with correlates of dyscalculia and learning outcome in Mathematics among SSII students in Obudu, C.R.S- Nigeria. Types of dyscalculia like; sequential, verbal, practognostic and operational dyscalculia are discussed. Tips on how to reduce dyscalculia are listed in the work. The survey research design was adopted for the study. A sample of 200 students was randomly drawn for the study. Data generated were subjected to statistical analysis using Pearson product moment correlation analysis at 0.05 level of significant. Results obtained show among others that dyscalculia significantly correlates with students learning in mathematics. Based on this it was recommended among others that students should engage in practice, extra-time, graphicalized their work and evaluate their work.
Peer Influence and Parental Neglect as Predictors of Tantrum Behaviour among Pupils with Dyscalculia in Benin Edo State (Published)
When pupils with learning disability are confronted with academic challenges they cannot comprehend, they often become frustrated, confused and helpless. This development could make them express low self-esteem, be anxious and throw tantrums. This characterizes the behaviour of pupils experiencing learning disability in Mathematics (dyscalculia). Therefore, this study investigated peer influence and parental neglect as predictors of tantrum behaviour among children with dyscalculia in Benin Edo State Nigeria. Through the use of descriptive survey research design, two research questions were answered and data collected from one hundred and sixty randomly selected primary six pupils in twenty randomly selected public schools in Benin City. Using their Mathematics cumulative cognitive scores of three consecutive examination records and two validated instruments, analysis of data was done using the multiple regression statistical tools. The result revealed that peer influence and parental neglect made a joint contribution of 23% variance on tantrum behaviour among pupils with dyscalculia. The result of the study further revealed that peer influence and parental neglect has predictive influence on tantrum behaviour of dyscalculia pupils. Therefore it was recommended that teachers should use teaching methods that would take care of pupil’s individual differences. Through this measure, pupils with learning disability in mathematics would be able to rediscover their potentials and ability to succeed in school.