Tag Archives: Dyscalculia

Quantitative and Qualitative Analysis of Dyscalculia Test (Published)

The study was The study aimed at Quantitative and Qualitative Analysis of Dyscalculia Test. Triangulation research design was employed in this study. The study was driven by three research questions. The study’s population included all 4,758,800 pupils in Nigeria’s upper elementary and junior secondary institutions in Nigeria. A total of 2340 students were randomly selected using a multistage sampling procedure. The data for the study was the Dyscalculia Test. Expert judgement and empirical evidence of factor analysis were used to establish the instruments’ face, content, and construct validity. Split half Technique was used to ensure the instrument reliability The split-half reliability study for the Dyscalculia Test indicates that the first half of the test has a reliability estimate of.894 and the second half of the test has a reliability estimate of.780. Spearman-coefficient Brown’s of.824 was used to evaluate the whole test’s reliability. Research questions were answered using Mantel-Haenzel Statistics, Analysis of Variance (three way) number count, percentage and qualitative description. Result on analysis revealed that examinees performance on Dyscalculia Test is independent of ethnicity, i.e all the Dyscalculia test items are not bias towards any ethnic group in Nigeria. There is no significant influence of age, gender and educational level on the Dyscalculia Test .Also, the interaction influence of Ethnicity and gender, Ethnicity and educational level, gender and educational level and then Ethnicity, gender and Educational Level on Dyscalculia Test which were all not significant. Also, Respondents who took the Dyscalculia Test are classified as those that are severely Dyscalculic, Moderately Dyscalculic, Mildly Dyscalculic and those with No Dyscalculia. It was recommended based on findings that assessment instruments used within the school system be it at primary, secondary or higher institutions should be subjected to the DIF analysis for bias item analysis as this would provide the necessary statistical evidence that a particular assessment instrument is not bias

 

Citation: Stella Ogbogo and  I. M Opara  (2021) Quantitative and Qualitative Analysis of Dyscalculia Test, International Journal of Education, Learning and Development, Vol. 9, No.7, pp.1-15

 

Keywords: Classification, DIF, Description, Dyscalculia, Test, item bia

Correlates of Learning Difficulties among Undergraduate Students in Faculty of Education, Cross River University of Technology Calabar, Nigeria (Published)

The study investigated correlates of learning difficulties among undergraduate students of Faculty of Education in Cross River University of Technology. Learning difficulty also referred to as a learning disability can be described as an issue with the brains ability to process information. So that individuals who have learning difficulty may not learn in the same way or as quickly as their peers, and they might find certain aspects of learning, such as development of basic skills, to be challenging. The study considered the manifestations of the following types of learning difficulties dyslexia-reading and comprehension problem, Dysgraphia-writing consistency and coherence problem. Dyscalculia–solving and calculating simple arithmetical problems. Attention deficit hyperactivity disorder (ADHD) having problem of in attention sitting still, staying focused and completing assignments. The main purpose of the study was to find out the extent to which these disorders manifest among students and between gender. All the students in Faculty of Education formed the population. The sample was 240 students comprising male and female respondents across the four levels and departments. Two hypotheses were tested. Data collection instrument was a structured questionnaire titled learning difficulty questionnaire LDQ. Result revealed that there were significant manifestations of learning disabilities. The findings also showed that male students significantly manifested dysgraphia, while female students manifested dyscalculia and ADHD. It was recommended that general studies courses involving writing and calculation skill be taken more seriously in the university. More emphasis be placed on group work and presentation by students.

 

Keywords: : attention deficit disorder, Dyscalculia, dysgraphia, dyslexia learning disability

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.

Keywords: Dyscalculia, Education, Learning, Mathematics, Nigeria, Students

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.

 

Keywords: Dyscalculia, Parental Neglect, Peer Influence, Pupils., Tantrum Behaviour and School