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Title: Effect of Low Tech Tools for Inclusive Education in Mathematics on Attention Regulation Academic Achievement and Numerical Ability among the Dyscalculic Students o1f Primary Classes
Researcher: Mishra, Kritika
Guide(s): Vasanta, D.
Keywords: Social Sciences,Social Sciences General,Education and Educational Research
University: Dayalbagh Educational Institute
Completed Date: 2018
Abstract: In Primary Education dropout rate persisted even after making all the students passed till class VIII, some students were found to be problematic due to lack of attention, numerical ability and lag behind in their achievement. The present study investigated the effectiveness of Low Tech Tools on Mathematics Achievement, Attention Regulation, Numerical Ability of Dyscalculic students. The participants were 30 Dyscalculic students of class V from four primary schools. The identification of Dyscalculic students was done on the basis of Diagnostic Test of Dyscalculia and Dyscalculia Identification Check List prepared by the researcher, Thus 30 Dyscalculic students were identified as Dyscalculic from the population of 400 students of class V from four primary schools. Single group Pre-test Post-test Experimental Design was used to investigate the effect of Low tech Tools on the performance of Dyscalculic students. In this experimental phase Dyscalculic students were taught using the Low Tech Tools for Inclusive Education for seven weeks. The basic fundamental of mathematics -Numeracy, Place value, Arithmetic operations, Fraction and Geometry was taught by these tools that includes-Number letters, Hundred Board, Place value kit, Fraction kit, Base ten blocks worksheets etc. Data was collected by self-constructed pre and post-test of Achievement in Mathematics, Numerical Ability and Attention Regulation (Flower Counting Test). The study found that there is a significant effect of Low Tech Tools on Academic achievement, Attention Regulation and Numerical Ability of Dyscalculic students of primary classes. Thus these students scored high marks in post-tests as compared to their pre-test scores. Gender was found to have no influence on Attention Regulation, Achievement and Numerical Ability of Dyscalculic students newline
Appears in Departments:Department of Foundations of Education

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01_title.pdfAttached File199.26 kBAdobe PDFView/Open
02_certificate.pdf422.78 kBAdobe PDFView/Open
03_declaration.pdf327.36 kBAdobe PDFView/Open
04_abstract.pdf215.19 kBAdobe PDFView/Open
05_acknowledgement.pdf356.61 kBAdobe PDFView/Open
06_contents.pdf319.96 kBAdobe PDFView/Open
07_list_of_tables.pdf165.26 kBAdobe PDFView/Open
08_list_of_figures.pdf162.47 kBAdobe PDFView/Open
09_chapter 1.pdf553.9 kBAdobe PDFView/Open
10_chapter 2.pdf755.4 kBAdobe PDFView/Open
11_chapter 3.pdf1.49 MBAdobe PDFView/Open
12_chapter 4.pdf1.06 MBAdobe PDFView/Open
13_conclusion.pdf322.47 kBAdobe PDFView/Open
14_bibliography.pdf487.75 kBAdobe PDFView/Open
15_appendix.pdf4.47 MBAdobe PDFView/Open
16_summary.pdf639.64 kBAdobe PDFView/Open

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