A study to compare the effectiveness of peer assisted learning strategies Vs Numeracy intervention programme on dyscalculia among schooler in selected school, Madurai District

Priya, N (2018) A study to compare the effectiveness of peer assisted learning strategies Vs Numeracy intervention programme on dyscalculia among schooler in selected school, Madurai District. Masters thesis, Sresakthimayeil Institute of Nursing & Research, Kumarapalayam.

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Abstract

BACKGROUND: Learning disability (LD) is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are reading, writing, listening, speaking, reasoning, and doing mathematics. STATEMENT OF THE PROBLEM: A study to compare the effectiveness of peer assisted learning strategies vs numeracy intervention programme on dyscalculia among schooler in selected school, Madurai district. OBJECTIVES: 1. To assess the level of dyscalculia among schooler before and after peer assisted learning strategies and numeracy intervention programme in experimental group I and experimental group II. 2. To assess the effectiveness of peer assisted learning strategies and numeracy intervention programme on dyscalculia among schooler in experimental group I and experimental group II. 3. To assess the difference in the effectiveness of peer assisted learning strategies and numeracy intervention programme on dyscalculia among schooler in experimental group I and experimental group II. 4. To find out the association between post test scores of dyscalculia among schooler and their selected demographic variables in experimental group I and experimental group II. Research Design: Factorial Research Design. Setting: The present study was conducted in selected School at Madurai District. Participants: The total sample size selected for this was 60 students out of which 30 students from experimental group I and 30 students from experimental group II. METHOD: Pretest was conducted on schooler in the schools by using Questionnaires for Dyscalculia to assess the level of dyscalculia. The class teachers gave the list of students who were studying in 2nd and 3rd standard. Implemented the peer assisted learning strategies and numeracy intervention programme for randomly selected 2nd and 3rd students with the duration of 30 minutes for 4 weeks. Post test was conducted for the subjects to assess the evaluation of numeracy intervention programme by using the Questionnaires for Dyscalculia which was assessed by the researcher. RESULT: Chi square was calculated to analyze the association between post test scores of dyscalculia among experimental group I and experimental group II of schooler with their demographic variables. The results shows that, there were no significant association between the post test scores of dyscaulia in experimental I and II and their selected demographic variables. CONCLUSION: From the findings of the study it can be concluded that, Highest percentages with schooler were in the age group of 6-7 yrs, most of them were males, second child with good extracurricular activities and regular attendance in the class for the groups. Peer Assisted Learning strategies and Numeracy intervention programme were highly effective on dyscalculia. There were no significant difference in effectiveness of Peer Assisted Learning a strategies and Numeracy intervention programme on dyscalculia. There is no significant association found between the post test scores of Experimental group I and II when compared to age, sex, birth order, extracurricular activities and attendance, (p > 0.05).

Item Type: Thesis (Masters)
Additional Information: Reg.No.301617552
Uncontrolled Keywords: Peer Assisted Learning Strategies, Numeracy Intervention Programme, Dyscalculia, Schooler, Selected School, Madurai District.
Subjects: NURSING > Paediatric Nursing
Depositing User: Subramani R
Date Deposited: 29 Sep 2019 13:41
Last Modified: 05 Oct 2019 06:28
URI: http://repository-tnmgrmu.ac.in/id/eprint/11624

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