RELATIONSHIP BETWEEN SELF-EFFICACY AND MATHEMATICS ACHIEVEMENT AMONG GRADE FIVE LEARNERS WITH DYSCALCULIA IN NAIROBI COUNTY, KENYA
Kwanzu Francis Kulenya - Master’s Student, Department of Early Childhood & Special Needs Education, Kenyatta University, Kenya
Dr. Jessina J. M. Muthee - Senior Lecture, Department of Early Childhood & Special Needs Education, Kenyatta University, Kenya
Dr. Hudson Ouko - Senior Lecture, Department of Early Childhood & Special Needs Education, Kenyatta University, Kenya
ABSTRACT
This research intended to explore the relationships between self-efficacy, and mathematics achievement among grade five learners with dyscalculia in international schools in Nairobi County, Kenya. The study was directed by Social Cognitive Theory. The correlation research design was utilized. The study targeted 10 school administrators, 30 grade five teachers and 200 grade five learners. The sample size comprised of 125 respondents which include 100 grade five learners, 20 grade five and 5 school administrators. The study utilized questionnaires, standardized tests and assessments, observations, interviews, focus group discussion and academic records to gather data. The questionnaires were utilized to gather the main data on self-efficacy as well as mathematics achievement among grade 5 learners with dyscalculia. The dyscalculia identification tool for grade 5 learners was adopted to help in identifying learners with dyscalculia in international schools Nairobi County. The aim of pilot study was to improve the validity and reliability of the research tools. The consistency and reliability of the data acquired was also evaluated using the split half reliability approach at a 0.7 coefficient. Mixed method techniques to data analysis that incorporate both qualitative and quantitative data were used. Themes and patterns were used to analyze qualitative data, while statistical distribution metrics like percentiles, frequencies, averages, and variance were utilized to analyze numerical data. To draw conclusions from the data, multivariate analysis was also employ inferential statistics. The findings show that there was strong relationship between learners' self-efficacy and their performance in mathematics. The outcomes indicated that there are a number of techniques that positively affected the learning of individuals with dyscalculia. The study suggested that governmental agencies should make a greater effort to support inclusive education through financial support of schools through grants to provide schools with tools and technologies specifically designed to help students with math-related difficulties.