Investigating and Remediating Gender Difference in Mathematics Performance among Dyslexic and Dyscalculic Learners in Sokoto State, Nigeria.

Abstract

This study investigated and remediated gender difference in Mathematics performance among dyslexic and dyscalculic learners in Sokoto State. A sample of eight hundred and twenty seven (827) students at Junior Secondary Schools was used, comprising of four hundred and twenty three (423) males and four hundred and four (404) females. The data collected was computed using Statistical Package for the Social Scientists (SPSS) version 19. Mean scores, standard deviations, and t-test were employed at significance level of 0.05. The scores for the experimental groups increased by 54.49%, while the scores for the control groups decreased by 0.3% after remediation. The findings indicated that the treatment given on the experimental groups was significantly effective on dyslexic and dyscalculic students and confirmed no gender difference in academic performances at both pre-test and post-test levels. The study recommended that investigation and remediation of dyslexic and  dyscalculic students should always be carried out  by teachers and be seen as a special tool for reducing the level of difficulties as well preventing the existence of gender difference among students in mathematics.

Keywords: Investigating, Gender Difference, Dyslexia, Dyscalculia, and Remediation