Abstract
<p>The thrust of the study was to determine levels of mathematic efficacy among students with dyscalculia in public secondary in Kandara sub-county in Muranga County guided by Expectancy Theory (ET) of motivation developed in 1964 by Victor Vroom. The study adopted a descriptive research design. The population for study was 54 Public secondary schools in Kandara Sub-County, out of the 54 targeted schools 7 public secondary schools were sampled for the study. The target respondents were 7 principals, 7 teachers of mathematics, 1 from each school and 125 students were sampled for dyscalculia screening. Research instruments included: questionnaire for mathematics students with dyscalculia, dyscalculia screening instrument, mathematics self -efficacy scale and documentary analysis. Pilot study was conducted in Gaichanjiru Mixed and Kenyoho Secondary schools in Kandara Sub-County, Murang’a County. The validity of research instruments which were used for this study were first tried in a pilot study which helped in clarification of ambiguities prevalent before data collection while the reliability of the research instruments in this study was determined using Pearson product moment correlation coefficient formula. The study used stratified random sampling and purposive sampling to select the schools, teachers and students with dyscalculia respectively. Data for the main study was collected and analyzed both quantitatively and qualitatively (Mixed method research). Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS 26.0), while qualitative analysis was done by organizing variables into themes. The study reveals that learners without dyscalculia exhibited high self-efficacy in mathematics while those with dyscalculia displayed low self-efficacy in mathematics. The researcher recommends that Students’ mathematics efficacy should be improved by inviting mentors or people who have succeeded in mathematical field to help boost their morale in the subject.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>
Highlights
Dyscalculia is defined as difficulty in acquiring basic arithmetic skills that is not explained by low intelligence or inadequate schooling (Kaufmann L. and Von Aster M., 2012)
All the sampled students were included in the study because they were found to experience difficulties in mathematics a maths test was administered to the students in order to identify those with dyscalculia in public secondary schools in Kandara sub-county
The scale was subjected to all the students in the study in order to compare the self-efficacy ratings between those with dyscalculia against those without dyscalculia
Summary
Dyscalculia is defined as difficulty in acquiring basic arithmetic skills that is not explained by low intelligence or inadequate schooling (Kaufmann L. and Von Aster M., 2012). Students with learning difficulties go through more than one difficulty throughout their academic career. They face problems in motivation attribution, selfregard and full of feeling reactions and challenges in key information and selfobserving that can contrarily affect scholastics (Borkowski, 1992). Borkowski, Catt, Rellinger & Pressley (1990) discusses an integrated model of achievement, focusing on two distinct dimensions: meta-cognition and affective factors. Metacognition encompasses self- knowledge of learning strategies and the ability to use this knowledge in an efficient and effective manner. The affective component focuses on feelings of selfefficacy with factors of motivation, locus of control and personal attribution (Borkowski et al, 1990)
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