Perceived Efficacy of Teacher-Made Instructional Materials in Promoting Learning Among Mathematics-Disabled Children

Abstract

The study explored the perceived efficacy of teacher-made instructional materials in promoting learning among mathematics-disabled children in the primary school. One research question and one hypothesis were used to guide the study. The sample for the study comprised of 155 primary 5 mathematics-disabled pupils, and the study area was central education zone. Questionnaire was the instrument used for data collection. Mean, standard deviation, and t -test statistics were used in the analysis of the data. Results indicated that pupils prefer visual aids, recall better, learn faster, achieve more, and prefer contact with teacher-made instructional materials, among other items.