Influence of Mathematical Dyslexia Condition on Academic Performance in Upper Primary Learners in Kenyan Public Schools


Authors : Pamela Atieno Ooko

Volume/Issue : Volume 8 - 2023, Issue 3 - March

Google Scholar : https://bit.ly/3TmGbDi

Scribd : https://bit.ly/3JJju88

DOI : https://doi.org/10.5281/zenodo.7771007

Abstract : The purpose of this study was to find out the influence of mathematical dyslexia condition on academic performance in upper primary learners in Kenyan public schools in Changamwe Sub County, Mombasa County. The objective of the study was to find out the influence of mathematical dyslexia on academic performance. A purposive sample of 160 learners from classes 5 to 8 learners and 43 teachers from six different schools participated in the study. Correlational Ex-Post Facto research design was used based on three major examinations done in Term 1 and Term 2. Questionnaires were used to collect data from teachers. A test re-test method was used to test the reliability of the instruments using both Cronbach’s Alpha and Pearson’s correlation coefficient (r) at a 5 percent critical level. Descriptive statistics of mean, frequencies, percentages, and standard deviations were used to analyze data while Pearson product-moment correlations were used to test hypotheses. The data was analyzed using Stata11 software. The study found that there was a statistically significant correlation (p < 0.05) between academic performance and mathematics (r = 0.6631*, p = 0.0000). The study recommends the development of teacher training curriculum to equip them with skills to handle mathematical dyslexics

Keywords : Influence, Mathematical Dyslexia, Academic Performance.

The purpose of this study was to find out the influence of mathematical dyslexia condition on academic performance in upper primary learners in Kenyan public schools in Changamwe Sub County, Mombasa County. The objective of the study was to find out the influence of mathematical dyslexia on academic performance. A purposive sample of 160 learners from classes 5 to 8 learners and 43 teachers from six different schools participated in the study. Correlational Ex-Post Facto research design was used based on three major examinations done in Term 1 and Term 2. Questionnaires were used to collect data from teachers. A test re-test method was used to test the reliability of the instruments using both Cronbach’s Alpha and Pearson’s correlation coefficient (r) at a 5 percent critical level. Descriptive statistics of mean, frequencies, percentages, and standard deviations were used to analyze data while Pearson product-moment correlations were used to test hypotheses. The data was analyzed using Stata11 software. The study found that there was a statistically significant correlation (p < 0.05) between academic performance and mathematics (r = 0.6631*, p = 0.0000). The study recommends the development of teacher training curriculum to equip them with skills to handle mathematical dyslexics

Keywords : Influence, Mathematical Dyslexia, Academic Performance.

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