ACADEMIC ACHIEVEMENT OF STUDENTS WITH MATH LEARNING DIFFICULTIES IN DILLA PRIMARY SCHOOL, GEDEO ZONE, ETHIOPIA

Abstract

The objective of this study was to explore the academic achievement of grade four students with Math learning difficulties in Dilla primary school, Gedo Zone of SNNPR. The study used descriptive survey type of mixed method design with both quantitative and qualitative methods. For the purpose of quantitative data, screening and assessment process of 30 students with math learning difficulties, the last three years mathematics achievement results from the school record, regional math achievement exam and BANUCA test are used. To obtain qualitative data   5 students with math learning difficulties, 4 math teachers and 4 parents are selected through simple random and purposive sampling techniques. The findings show that, the mean value of four years math performance of the participants are 41.4, which is poor or below their overall average achievements 54.70. When their current mathematics performance is evaluated by regional achievement exam the result shows below average with mean value 24.91. Regarding the factors of their poor performance, it is categorized under problems related to attitude, pedagogical, social and economic aspects. And also the result indicates that positive relationship between math and overall achievement in the current grade four and the previous three grade levels. Moreover, the   t – test comparison value shows that poor math performance has its own and reasonable effect in   overall achievement of students with math learning difficulty. Finally, to ameliorate the identified problems and for overall findings possible recommendation are given accordingly.

Keywords: Academic Achievement, Math Learning Difficulties, Primary School

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