Discovery learning model and the remediation of developmental dyscalculia in number and numeration

Abstract

The goal of the study was to use the Discovery Learning Model (DLM) as an educational intervention to improve the performance of junior secondary students in the Port Harcourt Local Government Area (LGA) who have developmental dyscalculia (DD) in Number and Numeration (NAN). The study's design was a quasi-experimental one. Participating in the study were 73 Junior Secondary Class 2 (JSC2) students with DD in NAN. Two junior secondary schools that were chosen at random were included. The control group was randomly assigned to one school, while the experimental group was assigned to the other. Three criteria were included in the diagnosis, identification, and selection of students with DD for the study: computing the median score of prior academic performance; administering the Developmental Dyscalculia Diagnostic Test (3DT); and teacher evaluations. Data were gathered using the Number and Numeracy Performance Test (NANPT) and 3DT. While the 3DT was meant to diagnose and identify learners with DD before the intervention, the NANPT was used to quantify student performance in NAN. The Kuder-Richardson, KR-21 formula was used to calculate the reliability indices, which resulted in indices of 0.87 and 0.84 for NANPT and 3DT, respectively. While students in the control group were taught the identical contents through the traditional teaching method (TTM), those in the experimental group learned using the DLM. The study was guided by two research questions and two hypotheses. Data analysis methods included the mean, standard deviation, and Analysis of Covariance (ANCOVA). The results showed that the DLM advanced the performance of students with DD in NAN better than the TTM. Based on gender, there was no significant difference in the students' NAN performance using DLM. It was recommended, among others, that mathematics teachers use DLM in their classroom lessons and make sure that all students actively participate to improve student-learning outcomes.