Problems teachers face in teaching children with dysgraphia and its implication on their academic performance in fako division of the south west region of cameroon
Keywords:
Teachers, Teaching, children Dysgraphia, Academic performance, Fako Division, South West Region, Cameroon
Abstract
The study entitled “Problems Teachers Face in Teaching children with Dysgraphia and its implication on their Academic Performance in Fako Division of the South West Region of Cameroon”. The study had aimed to investigate, the effect of inadequate instructional material on the Academic performance of children with dysgraphia, inappropriate class size, inappropriate teaching strategy, inappropriate teaching method. These objectives were further translated to research question thus how do inadequate instructional materials impact the academic performance of children with dysgraphia? How does inappropriate class size influence the academic performance of children with dysgraphia? How do inappropriate teaching strategies impact the academic performance of children with dysgraphia? This study used a sample population of 98 pupils and 24 teachers giving a total of 122 respondents to the questionnaire. 6 schools were selected randomly and class 3-6 were selected purposively. The collected data were subjected to quantitative analysis. The research design used for this study was the descriptive survey design. Data were analyzed using descriptive statistics
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40. Pedder, D. (2006). Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education 32(2), 213-234.
41. Reid, G. (2009). Dyslexia, APractioner's Handbook. Chichester: Jonh Wily &Sons Inc.
42. Sacker, A., Schoon, I., and Bartley. (2002). Social inequality in educational achievement and psychological adjustment throughout childhood: magnitude and mechanisms. Social Science and Medicine, 55, 863-88GO.
43. Saskatchewan Learning, (2004). Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators.
44. Stevenson David, &Baker David. (1987). The family school relation and the child's school performance. Child Development, 58, pp l348-1357.
45. Tournaki, N. (2003). The differential effects of teaching addition though strategy instruction versus drill and practice to students with and without learning disabilities. Journal of Learning Disabilities, 36(5)
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ltd, Lagos
2. Afolabi A. O. Adeyanju. O. L, Adedapo. Y. A and Falade A. A. (2006). Preparation and use of simple instructional materials. Oyo-SUBEB Training manual for primary schoolteachers in Oyo State. Oyo. Odumatt29-3612, 2013.
3. Alberta Education (2014). Retrieved from https://education.alberta.ca/Bateman. (2005). Learning Disability Quarterly. The play's the thing, 28, 93-99.
4. Amin, M. E. (2005) Social Science Research Conception, methodology and Analysis Kampala, Makerere University Printery. "Departments of Cameroon". Statoids, obtained from Institute national de la statistique(Cameroun) - Annuairestatistique du Cameroun 2004. Retrieved April
6, 2009, 465-497.
5. Amua-Sekyi, E. T. (2010). Teaching in universities in Ghana: The tensions and dilemmas. Ghana Journal of Education Teaching, 9, 141-149.
6. Asher, A. (2006). Handwriting instruction in elementary schools. American Journal of Occupational Therapy, 60, 461-471.
7. Beery K. E and Buktenica, M, (1997) The Beery-Buktenica Developmental Test of Instructional Motor Integration (Test Manual) Cleveland OH: Modern Curriculum Press.
8. Benbow, J., Mizrachi, A., Oliver, D., &Said-Moshiro, L. (2007). Large class sizes in the developing world: What do we know and what can we do? Educational Quality Improvement Programme (EQUIP 1) and USAID.
9. Berman, R. &Cheng, 1. (2010). English academic language skills: perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics, 4(1-2), 25-40.
10. Berninger, V. W., &Wolf, B. J. (2009). Teaching Students with dyslexia and dysgraphia: Lessons from teaching and science. Baltimore: Paul H. Brookes Pub. Boardman, C. H., OTRIL (1994, September 16). Reasonable Answers to Commonly Asked Handwriting Questions. Occupational Therapy Forum, pp. 14-
11. Birnbaum, R. (2010). Choosing a school for a child with special needs. London: Jessica Kinsley.
12. Blatchford, P., Russell, A., Bassett, P., Brown, P., &Martin, C. (2007). The effects of class size on the teaching of pupils aged 7-11 years. School Effectiveness and School Improvement, 18(2), 147-172. doi: 1 0. 1 080/09243450601 058675
13. Cowley, S. (2012). The Road to Writing: A step-by Step Guide to Mark Making: 3-7. London: Continuum International Publishing group.
14. DEUEL R. Dysgraphia. In Rosenberger PB (Ed) (2001), Continuum: Lifelong Learning in Neurology, Vol. 8: Learning Disabilities. Philadelphia: Lippincott, Williams & Wilkins.
15. Dickson, M (2013). Early, late or never? When does parental education impact child outcomes?
16. Eccles, 1. S. (2005). Influences of parents' education on their children's educational attainments: The role of parent and child perceptions. London Review of Education, 3(3), 191-204.
17. Ediger, M. (2002). Assessing handwriting achievement. Reading Improvement, 39, 103-110.
18. Edward, C. (2014). Teaching Elementary School Studies. A Competency Based Approach. New York; Preger Publishers.
19. Eshiet, L. T (2013) The use of instructional materials in the teaching of science" (ed) in fundamental of education technology Unicross
20. Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ( Harcourt Brace Jovanovich) College Publishers.
21. Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In L. H. Swanson, K. R. Harris, & S. Graham (Eds. ), Handbook of learning disabilities (pp. 383-402). New York: Guilford Press.
22. Graham, S., Harris, K. R., &Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology 92, 620-633. Nana, C. (20 15). Research Methods and applied statistics: Beginners and advanced Learners (3rd edition). Wum: GOOAHEAD.
23. Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., &Pettit, G. S. (2004). Parents academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75, 1491- 1509.
24. Horning, A. (2007). The definitive article on class size. Journal of the Council of Writing Program Administrators, 31(1-2), 11-34.
25. Integra, (2009). A Handbook on Learning Disabilities: Improving the lives of children and youth with learning disabilities. Ontario: Ministry of children and youth services.
26. Jimenez Emmanuel, Lockheed Marlaine, &Paqueo Vicente. (1991). The relative efficiency of public and private schools in developing countries. The world bank research observer, vol6(2), pp 205-218.
27. Jones, C. D., Reutzel, D. R., & Fargo, J. D. (2010). Comparing two methods of writing instruction: Effects on kindergarten students' reading skills. The Journal of Educational Research, 103(5), 327-341.
28. Krashen, S. (2003) Explorations in language Acquisition and use. Portsmouth, NH: Heinemann.
29. Marianne (20 16). Retrieved from http: //www. homeschoolingwithdysgraphia. com/how-iteach-handwriting- to-my-kids-with-dysgraphia A-S,
30. Mark Dike DeLancey, Rebecca NehMbuh, "Historical Dictionary of Cameroon". Scarecrow Press, Plymouth, 2010, 4th edition, p. 70.
31. McCleskey, J., MA OTR. (2005, March 14). First Strokes: Mole-Sensory Handwriting. Lecture presented at Bridging the Gap Between the Classroom and Therapeutic Intervention, Portland, Oregon. © 2016 Carrie Lippincott, OTRIL
32. Miretzky, D. (2004). The communication requirements of democratic schools. Parent- teacher perspectives of their relationships. Teachers College Record, 1 06(4), 814- 851.
33. Musgrave, C. B. 2000. Environmental Factors Affecting Attitude towards Science and Mathematics. Journal of Educational Psychology, 91(1) 382 - 394.
34. Mushtaq, I. &Khan N. S (20 12). Factors Affecting Student's Academic Performance. Global Journal of Management and Business Research, Volume 12. (1) 342.
35. Mutodi, P., &Ngirande, H. (2014). The Impact of Parental Involvement on Student Performance: A Case Study of a North African Secondary School. Mediterranean Journal of SocialSciences, 5(8), 279.
36. Muvango, W. M. (2013). Teachers have to be more creative. Saturday Nation, October.
37. Nana, C. (20 15). Research Methods and applied statistics: Beginners and advanced Learners (3rdedition). Wum: GOOAHEAD.
38. Nesamalar, C., Saratha, S. &Teh, S. (2001). ELT Methodology: Principles and Practice. Selangor: PenerbitFajarBakti.
39. Ngulube, P., Shezi, M. and Leach, A. (2009) Exploring Network Literacy among Students of St. Joseph's Theological Institute in North Africa. SA JnlLibs & Info Sci 2009, Vol. 75, North Africa, February 2009, 56-67.
40. Pedder, D. (2006). Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education 32(2), 213-234.
41. Reid, G. (2009). Dyslexia, APractioner's Handbook. Chichester: Jonh Wily &Sons Inc.
42. Sacker, A., Schoon, I., and Bartley. (2002). Social inequality in educational achievement and psychological adjustment throughout childhood: magnitude and mechanisms. Social Science and Medicine, 55, 863-88GO.
43. Saskatchewan Learning, (2004). Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators.
44. Stevenson David, &Baker David. (1987). The family school relation and the child's school performance. Child Development, 58, pp l348-1357.
45. Tournaki, N. (2003). The differential effects of teaching addition though strategy instruction versus drill and practice to students with and without learning disabilities. Journal of Learning Disabilities, 36(5)
46. Westwood, P. (2008). What teachers need to know about reading and writing difficulties. Victoria: Acer.
47. Westwood, P. (2011). Common-sense methods for children with special educational needs. New York: Routledge 449-458.
Published
2021-05-07
How to Cite
Feizefu, A. R. (2021). Problems teachers face in teaching children with dysgraphia and its implication on their academic performance in fako division of the south west region of cameroon. Central Asian Journal of Social Sciences and History, 2(5), 35-54. Retrieved from https://cajssh.centralasianstudies.org/index.php/CAJSSH/article/view/120
Section
Articles
Copyright (c) 2021 Ambei Ruhama Feizefu
This work is licensed under a Creative Commons Attribution 4.0 International License.
