Investigation of the Impact of Dyslexia on Mathematics Achievements Among Secondary Level Students in Nepal

Abstract

Dyslexia, a specific learning difficulty, has a profound impact on reading skills, language processing and mathematical abilities. It hampers word recognition, spelling, comprehension and decoding skills. The objective of this study was to ascertain the occurrence of dyslexia and its influence on mathematics achievement among secondary school students in Nepal. A mixed-method research design was employed for this purpose. The sample included 904 students from grade IX selected randomly. To identify dyslexic students, quantitative data was collected using adapted assessment tools such as the dyslexic student’s checklist for teachers (DSCT), dyslexic students’ checklist for parents (DSCP) and dyslexia identification self-assessment questionnaire (DISQ). These tools were utilized to screen for dyslexia. Qualitative data was gathered through an observation checklist and semi-structured interviews with selected students to verify the presence of dyslexia. The findings of the study revealed a prevalence rate of 5.53% for dyslexic students at the secondary level, with a slightly higher prevalence among male students (5.94%) compared to female students (5.22%). Moreover, the research demonstrated that dyslexic students exhibited significantly lower achievement scores in mathematics when compared to their non-dyslexic peers.