Influence of learning support strategies on academic performance of learners with Dyscalculia:A case of selected British national curriculum based preparatory schools in the Nairobi county,Kenya

Abstract

Good knowledge of number work for learners in their preparatory school years goes a long way in increasing their confidence for better performance in other disciplines like sciences and humanities. Good performance in mathematics on the other hand is a prerequisite to pursuance of some lucrative career courses at the university level like medicine and engineering. This scenario puts learners with a difficulty of numbers otherwise known as dyscalculia at a disadvantaged position. This is because, these learners are unable to manipulate mathematical concepts under the conditions found in a normal conventional classroom set up. Some British National Curriculum based preparatory schools in Nairobi have endeavored to support these learners by adopting some strategies which are aimed at influencing their performance in numeracy. The support strategies involved include; differentiated teaching resources, differentiated teaching methods, adjusted tests and differentiated tasks and classroom assignments. Research questions seek to find out whether these support strategies actually influence in any way the academic performance of learners with dyscalculia. The literature review about dyscalculia seeks details on different types of specific learning difficulties and what several authors have commented about the support strategies mentioned. Data regarding the effectiveness of the learning support strategies on the academic performance of learners with dyscalculia is collected using the questionnaire. The questionnaire is specifically intended for the attention of trained numeracy support teachers who regularly use the support strategies in twenty BNC based preparatory schools in Nairobi County with an aim of improving the academic performance of learners with dyscalculia. Collected data was analyzed both qualitatively and quantitatively using the factor analysis and conclusions and recommendations will then be made accordingly. The study was then be able to establish whether or not, the learning support strategies influenced the academic performance of learners with dyscalculia.