Abstract
This study aimed to review the attitude of Special Education Teachers in PPKI on academic performance dyslexia students in district Hilir Perak, Perak. This study used a survey method using a questionnaire which is divided into three parts. Part A concerns with teacher’s personal information and Section B is about the attitude of teacher and Part C is on the academic performance of students. The sample consisted of 69 teachers around the district of Hilir Perak. Data were analysed using descriptive statistics and statistical inference. T-test and one way ANOVA was used to analyse the research questions are built. The findings showed that demographic factors such as gender, level of education and teaching time showed a significant difference to the level of teacher attitude. Meanwhile, age, length of service and marital status did not show significant differences in the levels of attitude. In addition, correlation tests were also carried out to identify the relationship between the attitudes of special education teachers on the academic performance of Dyslexia students. The findings of the test results showed a correlation coefficient of r = .418 sig = 0.004 where <.05. In conclusion there is a correlation between the attitudes of teachers of special education pupils to academic performance Dyslexia. The positive coefficient r indicates the positive attitude of teachers of special education, the higher the academic achievement of Dyslexia students. The findings also suggest that future studies will help improve the academic performance of Dyslexia students and taking into account the attitude and precision of special education teachers.
Highlights
The National Education Policy has long intended for students to develop themselves in terms of their intellect, spirituality, physicality and social aspect
Ho (1): There is no significant difference between gender and the attitude of special education teachers towards the academic performance of dyslexic students
From the t-test conducted, there is a null hypotheis stating that there is no significant difference between gender and the attitude of special education teachers towards dyslexic students’ academic performance
Summary
The National Education Policy has long intended for students to develop themselves in terms of their intellect, spirituality, physicality and social aspect. Study Question a) Is there any difference between gender and the attitude of special education teachers towards the academic performance of dyslexic students?. Study Finding Statistical Package For The Social Science (SPSS) is used to process the data thatis gathered to see teachers’ behaviour in Primary and Secondary Special education Integrated Schools towards dyslexic students’ academic performance. The correlation method was adopted in this study to identify the relationship and teacher’s attitude among special education teachers towards the academic performance of students with dyslexic learning problems. From the t-test conducted, there is a null hypotheis stating that there is no significant difference between gender and the attitude of special education teachers towards dyslexic students’ academic performance. The test shows that there is a significant difference between gender and the attitude of special education teachers towards dyslexic students’ academic performance. Ho (2): There is no significant difference between age and attitude of special education teachers towards dyslexic students’ academic performance
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