IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 10 NO. 2 2024
DOI: 10.56201/ijee.v10.no2.2024.pg450.463

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School Intervention Strategies and Participation of Children with Dyslexia in Classroom Activities in Public Primary Schools in Rivers State

Osuji, Catherine. U. PhD & Siminialayi, Prinye. A

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Abstract

This study investigated school intervention strategies and participation of children with dyslexia in classroom activities in public primary schools in Rivers State. Two research questions and two null hypotheses, in line with two objectives guided the study. The study adopted a correlational research design. The total population of this study was 5159 teachers, consisting of 1525 males and 3634 females in 962 public primary schools in Rivers State. Taro Yamane’s formula was used to determine the sample size of 371 teachers, which was increased by the researcher to 400 teachers for the purpose of equilibrium in sample. Multi-stage sampling technique was used in selecting the sample for this study. The instruments for data collection for the study were two different self-structured questionnaires titled: “School Intervention Strategies for Children with Dyslexia Questionnaire” and “Participation of Children with Dyslexia in Classroom Activities Questionnaire (PCDCAQ)” which were on a 4-point modified Likert rating scale of Strongly Agree, Agree, Disagree and Strongly Disagree. The instruments were face and content validated by three experts, two from Educational Management and one from Measurement and Evaluation in Rivers State University. It was further tested for reliability using Cronbach Alpha method which yielded reliability indexes of 0.844, 0.837 and 0.838 for the three clusters in the SIS questionnaire, while the entire SIS questionnaire had a reliability index of .839; and .824 in the PCDCA questionnaire. Pearson Product Moment Correlation Analysis was used in answering the research questions while the null hypotheses were tested using t-transformation at 0.05 level of significance with a critical t-value of ±1.96. The study found that a low, positive and significant relationship exists between preference-based instructional strategy and flexible grouping strategy; and participation of children with dyslexia in classro

keywords:

Intervention, Strategies, Participation, Dyslexia, Classroom Activities, Primary School

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