DIAGNOSIS AND INSTRUCTIONAL INTERVENTIONS FOR JUNIOR SECONDARY STUDENTS WITH DYSGRAPHIA IN GEOMETRIC CONSTRUCTION TASK
Keywords:
Dysgraphia, Instructional Intervention, Diagnosis,, Reciprocal Model, Conventional ModelAbstract
The study was conducted to enhance the academic performance of junior secondary students with dysgraphia in the Bida local government area of Niger State. The intervention focused on diagnosing and remedying their learning difficulties. The study used a quasi-experimental design with two groups: control and experimental. The sample included 81 students (experimental: 38, control: 43). Dysgraphia was identified in two stages using the Diagnostic Dysgraphia Test (2DT) and General Cognitive Ability Test (GCAT), validated by three experts in mathematics education (reliability: r = 0.75). The experimental group received reciprocal peer-tutoring (RPT), while the control group followed conventional teaching methods (CTM). Descriptive statistics (mean, standard deviation, mean difference, mean gain) analyzed the data and answered research questions, while ANCOVA tested the null hypothesis. Results showed
that RPT improved the academic performance of dysgraphia learners compared to CTM. Gender did not significantly affect dysgraphia performance. The recommendation is for mathematics teachers to incorporate RPT when teaching students with dysgraphia.
