Impact of Instructional Resources on Mathematics Performance of Learners with Dyscalculia in Integrated Primary Schools, Arusha City, Tanzania
Nyudule, Sr. Yusta.
MetadataShow full item record
The purpose of this study was to investigate the impact of instructional resources on mathematics performance of learners with dyscalculia in integrated primary schools found in Arusha city, Tanzania. The study employed a descriptive design, which is concerned with generalized statistics that are abstracted from respondents. The constructivism theory of Jean Piaget was used. The target population was 96 respondents who included head teachers and subject teachers from four schools. A sample size of 52 respondents was obtained through the use of purposive sampling. A questionnaire was used as a major data collection instrument which was administered to head teachers and teachers and it was complemented by a screening tool checklist. Data analysis was done manually and computed using Statistical Package for Social Sciences (SPSS). The findings were presented through descriptive statistics by use of frequencies, tables, graphs and pie-charts. The findings revealed that graphic and realia resources were most commonly used by teachers. The researcher also established that all the five main types of instructional resources namely audio, visual, audio-visual, graphic and realia resources were either inadequate or lacking. The study recommends that instructional resources be of good quality, relevant and cost-effective to solve the problem of dyscalculia. Further, all teachers should receive training on special needs education (SNE). This will enable them to gain insight into appropriate resources for learners with dyscalculia, acquire vital skills and knowledge to enable them assess and identify these learners, as well as device effective methods of assisting them in teaching mathematics. The study concludes that with the use of adequate teaching/ learning resources and support services, the performance of learners with dyscalculia could be improved.