Teachers’ Use of Drilling Teaching Method and Spelling Challenges for Students with Dyslexia in Form Two Secondary Schools in Cameroon
Journal Title: International Journal of Trend in Scientific Research and Development - Year 2020, Vol 5, Issue 1
Abstract
This study sought to examine how the teacher’s use of drilling teaching method affects the spelling challenges for students with dyslexia in secondary schools in Buea municipality in Fako division of the South West Region of Cameroon. The objective of the study was to investigate how the teacher’s use of drilling teaching method affect spelling challenges faced by students with dyslexia in secondary schools. A quasi experimental design was used. The kind of quasi experimental design used was the Pre test and Post Test Design with Non Randomized Experimental and Control Groups. The study included form 2 students with dyslexia in Julius Peter Memorial High School BokwangoBuea and Government Bilingual Grammar School MolykoBuea. These schools were sampled at random among the schools in Buea Municipality. The sample of this study consisted of thirty two 32 students drawn from Julius Peter High School BokwangoBuea and Government Bilingual Grammar School MolykoBuea. A purposive sampling technique was used to select the sample for the study. Data were collected through the use of a researcher made test for children with dyslexia in secondary schools. Data were entered using Epi Data Version 3.1 Epi Data Association, Odense Denmark, 2008 and analyzed using the Statistical Package for Social Sciences SPSS Standard version, Release 21.0 IBM Inc. 2012 . The results showed that, the drilling teaching strategy significantly affect spelling challenges faced by students with dyslexia in secondary schools. According to the results gotten and comparing between the experimental group and the control group, the experimental group, at pre test, had an average score of 3.625 and this rose to 6.031 at post test after interventions with a mean difference of 2.406, and this increase in score was significant P 0.05 . Teachers therefore should use drilling teaching method when teaching spellings to students with dyslexia in secondary schools. In this respect, the secondary education authorities should revisit the teaching methodology used in teaching children with spelling challenges in secondary schools. Patrick Fonyuy Shey | Regina Mbiato Nkamsi "Teachers’ Use of Drilling Teaching Method and Spelling Challenges for Students with Dyslexia in (Form Two) Secondary Schools in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38030.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38030/teachers’-use-of-drilling-teaching-method-and-spelling-challenges-for-students-with-dyslexia-in-form-two-secondary-schools-in-cameroon/patrick-fonyuy-shey
Authors and Affiliations
Patrick Fonyuy Shey | Regina Mbiato Nkamsi
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