The prevalence of the academic learning difficulties: An observation tool (original) (raw)
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National Journal of Community Medicine, 2024
Background: University students must learn rapidly and handle complex academic concepts, making it crucial to understand the prevalence of learning difficulties in this population. This study determines the prevalence and factors associated with learning difficulties among university students. Methods: This cross-sectional correlation study was conducted at Universiti Malaysia Sarawak and involved 546 undergraduate students using self-administered questionnaires. IBM SPSS version 28 was used for descriptive and multivariate analysis. Results: The most common difficulties were in expression (33.3%) and general study (34.0%). Age positively correlated with all difficulties, while gender effects were statistically insignificant (p>.05). A positive attitude significantly reduced reading, writing, and calculation difficulties (p<.001), whereas a negative attitude increased expression and general study difficulties (p<.001). Individual factors notably affected the expression and general study, teacher-related factors impacted reading, writing, and calculation, and environmental factors increased difficulties across all domains (p<.001). Better previous academic performance was associated with fewer difficulties (p<.05). Conclusion: The study recommends strategies to improve student attitudes, address individual, teacher-related, and environmental factors, and promote academic performance. Future research should explore different educational systems and the role of gender in learning difficulties.
tStudents in middle school tend to display emotional and behavioural difficulties (EBDs)compared to other forms of psychopathology. Early identification of EBDs is therefore apriority in order to prevent the chronic co-morbidity with other forms of psychopathologywhich may affect students’ academic achievement. Assessment of EBDs has been tradi-tionally undertaken via proxy reporting; but psychometrically rigorous instruments areneeded so that children and adolescents can report on their own emotions and behaviours.Such need increases in the Omani context given the lack of EBDs adequate assessmentinstruments. In the current study the factor structure of the Arabic self-report version ofthe Strengths and Difficulties Questionnaire (A-SDQ) was examined in a sample of 815middle school students (mean age = 14 years). The study tested the SDQ original five-factor model which received considerable empirical support. Responses on the A-SDQ werecompared to responses obtained via proxy reports from teachers and parents through con-firmatory factor analyses (CFAs). Results showed a reasonable fit for the three informantforms. Nevertheless, there were differences in item loadings across the three informantforms. Additionally, participants’ self-report responses were tested for invariance acrossgender. CFAs provided support to the invariance hypothesis for item loadings, indicatingthat the items were similarly valid indices of the five factors for males and females. Factorcorrelations, factor variances and item residuals were not invariant across gender.What this paper adds: This paper, to our knowledge, is the first research paper that pro-vides empirical evidence on the Arabic self report version of the Strengths and DifficultiesQuestionnaire (A-SDQ) within a school-based sample. Though the focus was on the self-report version we collected data from the proxy versions for parents and teachers to provideadditional evidence on the construct validity of the (A-SDQ) through cross informant data.
2017
This research examined the manifestations of learning difficulties among pupils of Elementary Schools in Iba, Zambales, Philippines. It also explored the principles of assisting pupils with learning difficulties and the preferred strategies by teachers to address these difficulties. It covered a total of 133 teachers from all grade levels. It was conducted during the academic year 2015-2016. Descriptive research was the research design utilized by the researchers. The survey questionnaire was the main tool of data collection and the statistical tools used were descriptive and inferential statistics. The teacher-respondents are typical female adult, Teacher II and hold Bachelor's Degree with MA units. The frequently observed manifestations of learning difficulties among pupils were the weak skill in problem-solving and short attention span. The teachers agreed that to effectively assist pupils with learning difficulties, the teaching principle should be towards enhancing learning...
Psychometric properties of a newly developed learning difficulties scale in the Omani society
Electronic Journal of Research in Educational Psychology, 2013
Introducción. La estabilidad de la orientación de meta de logro, a través de diferentes contextos ha sido una fuente de nuevas investigaciones, en el nuevo milenio. A través de análisis teóricamente impulsados y con base empírica, este estudio investigó las propiedades psicométricas de la Elliot y McGregor 2 × 2 marco para el cuestionario metas de logro, en un contexto comunitario.Método. De acuerdo con la teoría clásica de los tests, el presente estudio trató de explorar la estabilidad del marco 2 × 2 para el cuestionario metas de logro (AGQ) utilizando exploratorio factor de análisis que implica la extracción de componentes principales con rotaciones ortogonales y oblicuas.Resultados. Los resultados apoyan la estructura factorial de 2 × 2 marco objetivo el logro en el contexto de la cultura colectivista.Discusión. El presente estudio proporciona evidencia que sugiere que la meta de logro constructo medido por AGQ, parece ser cultural y contextualmente invariable tanto reforzando c...
The Survey of Correlate Causes of Learning Disabilities Prevalence among Elementary Students
Asian Social Science, 2011
This study aims to investigate the rate of learning disabilities prevalence and correlate causes among the elementary school students in Ilam, Iran. The research design of the current study was casual-comparative and the population of the study included the third, fourth and fifth graders of the elementary schools in Ilam, Iran. In this research, cluster sampling was employed which covered six hundred students from different classes chosen randomly from a population of clusters. The basis of this sample was the checklist approved by the school teachers on the children with learning disabilities Furthermore, the students' notebooks on the dictation, composition and mathematics were also taken into consideration. The study population was randomly divided into two groups: one was a group with learning disabilities which included 36 participants and the other was a normal group with the same size of population. Both groups were asked to answer the Wisc, Wepman and Mariyan Framstick tests as well as tests on reading, writing and math. The method of data gathering was individual information that was collected by the researcher. The result of this study revealed that 11.40% of the students in third, fourth and fifth grades of elementary schools had learning disabilities. The correlate causes of learning disabilities indicated that the students had problems with memory retention, visual acuity, and hearing memory.
ABSTRACT This study was focused on An Investigation into Learning Difficulties Adolescents Encounter and the Effects on Their Academic Performances in Schools. The objective of the study and its significance were highlighted. Related literatures were reviewed to give the researcher an insight into the work of others in the area of study. This gave the researcher a sound background of the study to determine the viability and feasibility of the research work. The problem embedded in the system under study was made acquainted to the researcher through the review of literature. The data collected was analyzed using simple percentage method. Based on the findings, it was discovered that learning difficulties affected the academic performances of adolescents in Lagos State Secondary Schools. That higher percentage of the entire respondents agreed that environmental and biological factors influence learning difficulties in children/adolescents. Also that learning difficulties affected adolescents in learning maths, language, sciences, shorthand etc. and that gifted children/adolescents also have learning difficulties. Higher percentage of the entire respondents agreed that the assistance of teachers & parents enhanced the academic performances of adolescents with learning difficulties in schools. The researcher recommended the following among others that; Children/adolescents with learning disabilities are often very good at a variety of things; that parents should find out what their child really enjoys doing, such as dancing, playing soccer, or working with computers; and give their children plenty of opportunities to pursue areas of their strengths and talents. Parents should find out the ways their children learn best i.e. (Does he or she learn by hands-on practice, looking, or listening?) and help them learn through their areas of strength. Teachers should review the student's evaluation records to identify where specifically the student has trouble. Talk to specialists in their school (e.g., special education teacher) about methods for teaching these students. Provide instruction and accommodations to address the student's special needs. Teachers should teach organizational skills, study skills, and learning strategies. These will help all students but are particularly helpful to those with learning disabilities. And teachers should work with the student's parents to create an educational plan tailored to meet the student's needs. 66
The Knowledge Regarding Identifying Learning Difficulties of Primary School Children
International Journal for Research in Applied Science & Engineering Technology (IJRASET), 2022
All the health care professionals must take an extensive effort to educate the people to identify the learning difficulties. Researcher felt the need of conducting the research on reduction of learning difficulties among primary school teachers as it is a major modifiable risk factor in the world. A descriptive research approach was used and the research design adopted for the present study was descriptive. The target population for the study was primary school children at selected schools in Urban and Rural Area of Greater Noida, UP. Sample size was 100 ,50 teachers in Rural Area and 50 teachers in Urban Area. The data analysis was done on the basis of objectives and hypothesis of the study. The aim of the study was to assess the knowledge of risk factors on learning difficulties in primary school children.
International Journal of Developmental Disabilities, 2019
Students at risk for learning disabilities (LD) are overidentified in elementary schools in Oman due to the absence of adequate instruments which teachers can use in validating their observations. Teachers need valid instruments so that their judgment of students' behaviours can help in making academic and non-academic decision. The Learning Disabilities Diagnostic Inventory (LDDI) is widely used to examine manifestations of LD as an intrinsic processing disorder. This study aimed to verify the six-factor structure with confirmatory factor analysis, and test its measurement invariance across child gender. Teachers completed the Arabic version of the LDDI for an Omani sample of 1564 children aged 7 to 11. Overall, the six-factor model showed an acceptable fit after performing some post-hoc modifications that were justified on a theoretical ground. Results indicated metric invariance across gender. Zero-order correlations, however, were highly significant, which reflected that the Arabic version of the LDDI showed poor discriminant validity compared to the original LDDI. The Arabic version of the LDDI, however, can be a handy tool to screen for the LD manifestations and help in responding to teachers' academic concerns about students in Key stages 1 and 2 in Oman.
Learning Disabilities in Primary Education (A field study on a sample of Primary School Pupils
2022
Learning disabilities -in particular- are common disorders among primary school pupils. This is what has prompted researchers in the field of education and psychology to take an interest in the study of this subject and to seek various means and techniques to help detect these difficulties in their early stages; to avoid exacerbation and difficulty of treatment. The current study aimed to reveal the differences between normal students and students with learning disabilities in each of the academic difficulties, behavioral characteristics and perceptual-motor difficulties, and to find out the differences between males and females in thesevarious difficulties. The Learning Difficulties Scale prepared by Zaidan Al-Sartawi (1995), adapted to the Algerian environment, was used by (Moussa and Beshlaghem, 2020). The study was conducted on a sample of (65) male and female students (34 males and 31 females) of fourth and fifth year students. The results led to the following: - There are statistically significant differences between normal pupils and pupils with learning disabilities in each of the academic disabilities, behavioral characteristics and perceptual-motor disabilities; this is for the benefit of pupils with learning disabilities. - There are statistically significant differences in learning disabilities between girls and boys; in favor of boys. However, the differences were not statistically significant in perceptual-motor disabilities. - There are no significant differences in each of the academic disabilities, behavioral characteristics and perceptual-motor disabilities between girls and boys with learning disabilities.
The purpose of this study was to explore the effects of hearing disorders, voice disorders, stuttering and dyslexia on the academic performance, the feelings of social rejection and the impact on self-confidence of universities science students in Morocco. 229 students belonging to a biology college and an engineering school of the University Hassan II in Casablanca participated in the survey. The average age of the students was 22 years, and they suffered no physical or mental disability. Our results indicate that these disorders are related to low self-esteem, the development of a feeling of social rejection and were considered as major difficulties in terms of success in academic studies. The majority of students say that they encountered difficulties with regard to continuing their studies, which suggests that these disorders are a cause of academic failure.