Effects of Targeted Intervention Strategies (Concrete– Representational–Abstract Instruction and Multisensory Mathematics Instruction) on Mathematics Achievement Among Primary School Pupils with Dyscalculia in Port Harcourt City LGA, Rivers State, Nigeria

Abstract

Instruction and Multisensory Mathematics Instruction) on Mathematics Achievement Among Primary School Pupils with Dyscalculia in Port Harcourt City LGA, Rivers State, Nigeria Ndubisi Esther Ekene, Ph.D [email protected] Ozuzu, Pamela [email protected]. https://doi.org/10.56201/ijasmt.pg10.23 Abstract This study examined the effects of targeted intervention strategies—specifically Concrete– Representational–Abstract instruction and Multisensory Mathematics Instruction—on the mathematics achievement of primary school pupils with dyscalculia in Port Harcourt City Local Government Area , Rivers State, Nigeria. A pretest–posttest non-equivalent control-group quasi-experimental design was adopted. The population comprised approximately 27,000 public primary school pupils across 58 public primary schools in the 2025/2026 academic session. Using a multi-stage sampling technique, a sample of 151 pupils identified with dyscalculic characteristics across four selected schools was studied, comprising Experimental Group 1 (CRA, n= 40), Experimental Group 2 (Multisensory, n= 23), and a Control Group (Conventional Instruction, n= 88). Data were collected using a researcher-developed instrument titled "Mathematics Achievement Test for Pupils with Dyscalculia" , which demonstrated high internal consistency (KR-20 = 0.80). Descriptive statistics (Means and Standard Deviations) were used to answer the research questions, while Analysis of Covariance was used to test the four null hypotheses at the α= 0.05level of significance. Findings revealed that both CRA and Multisensory instructional strategies yielded substantial gains in mathematics achievement compared to conventional teaching methods, with CRA demonstrating a slight edge over Multisensory instruction. Furthermore, ANCOVA results confirmed statistically significant main effects across the intervention conditions. It was concluded that structured, interactive, and sensory-rich interventions significantly remediate dyscalculic deficits in primary school learners. Consequently, it was recommended among others that the Ministry of Education and local school boards integrate CRA and Multisensory techniques into primary school mathematics curricula and teacher training programs.

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