DIFFERENTIAL EFFECTS OF PEER PAIRING, COOPERATIVE AND INDIRECT INSTRUCTIONAL STRATEGIES IN DYSCALCULIA REDUCTION AMONG JUNIOR SECONDARY SCHOOL STUDENTS
 /  DIFFERENTIAL EFFECTS OF PEER PAIRING, COOPERATIVE AND INDIRECT INSTRUCTIONAL STRATEGIES IN DYSCALCULIA REDUCTION AMONG JUNIOR SECONDARY SCHOOL STUDENTS

DIFFERENTIAL EFFECTS OF PEER PAIRING, COOPERATIVE AND INDIRECT INSTRUCTIONAL STRATEGIES IN DYSCALCULIA REDUCTION AMONG JUNIOR SECONDARY SCHOOL STUDENTS

DR. OLADAYO, O. T. and DR. (MRS) OLADAYO, C. E
Abstract

This is a quasi experimental research designed to determine the differential effects of the peer pairing, cooperative, and indirect instructional strategies in dyscalculia reduction among Junior Secondary Mathematics students. The population consisted 309 JSS1 students in a Public Secondary School in Ughelli North, Delta State. A sample of 85 students from four (4) intact classes (A, B, C, and D had 13, 21, 25, and 26 students) respectively were drawn using a Dyscalculia Test (DT) to determine students with dyscalculia problem while Diagnostic Mathematics Test (DMAT) was used to determine high achieving students for Peer Pairing. The experimental groups A, B, and C belonged to the experimental group, D belonged to the control group. Students in the experimental group were taught with the peer pairing, cooperative, and indirect instructional strategies while those in the control group were taught with the teacher’s own conventional method. The treatment lasted for 8 weeks of 16 sessions. Students Mathematics Achievement Test (SMAT) was administered on the subjects at the end of treatment. DT, DMAT and SMAT were validated by experts and their reliability assessment produced co-efficients of 0.73 and 0.77 and 0.85 respectively. Data collected were analyzed with Mean (x), Standard Deviation (SD), t-test, One Way and Two Way analysis of Variance (ANOVA). Results got after data analysis indicated that there was significant effect of the peer pairing, cooperative, and indirect instructional strategies in dyscalculia reduction among students; the peer pairing strategy emerged the most effective in dyscalculia reduction; there was significant difference in dyscalculia reduction between students in the experimental and control groups, in favour of those in the experimental group. Finally, gender was found to be a factor in the effects of treatment in dyscalculia reduction, in favour of the males students. Based on these results, recommendation was made for the adoption of peer pairing instructional approach in dyscalculia reduction among secondary school students.

Conference Presentation
PDF, 137.2 KB
Creative Commons LicenseCreative Commons license
Peer pairing, Cooperative learning, indirect instruction, Dyscalculia; inclusive education, and Mathematics disability
Guidiance And Counselling
Educational psychology
Christian Bassey
6th April, 2018
6th April, 2018
http://oer.mciu.edu.ng/wp-content/uploads/2015/04/Dr-Oladayo-O-T-Conference-Paper3.pdf


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MICHAEL AND CECILIA IBRU UNIVERSITY

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Agbarha – Otor
Ughelli North
Delta State
Nigeria

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