Assistive Technologies and it Effects on Spacial Intelligence among Pupils with Dyscalculia in Fako Division, Southwest Region of Cameroon

Authors

  • Dr Ambei Ruhama Faizefu epse Luma Faculty of Education, Department of Educational Psychology, University of Buea

Keywords:

Assistive Technologies, Special Intelligence, Dyscalculia

Abstract

The work investigated the effect of assistive technologies on the spatial intelligence of pupils with dyscalculia in Fako Division, South West Region of Cameroon. The indicators were, photography, manipulating blocks, math fact cards, abacus tools. Methodologically, the correlational design was used. The area of study was Buea, Cameroon. The sample was made of 40 teachers and pupils and the sampling technique was purposive. Based on the findings, photography, manipulating blocks, math fact cards and abacus tools had a great impact on the spatial intelligence of pupils with dyscalculia and these tools are highly recommended in the teaching of mathematics for children with dyscalculia.  

References

Adedoyin, O., & Soykan, E. (2023). Challenges and opportunities of online learning resources for the development of learning competencies among students. Educational Technology & Society, 26(2), 189-205.

Al Lily, A. E., Ismail, A. F., Abunasser, F. M., Alqahtani, R., & Watfa, M. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 101317.

Al-Samarraie, H., Lundqvist, K. O., & Alzahrani, A. I. (2019). The effect of mobile learning on students’ learning behaviours and outcomes: A meta-analysis. Computers & Education, 128, 37–53.

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3), 80–97.

Artino, A. R. (2012). Academic self-efficacy: From educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76–85.

Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.

Bates, A. W. (2019). Teaching in a digital age (2nd ed.). Tony Bates Associates Ltd.

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.

Carstens, A.-M. C. (1996). Differentiation in student responses to literature based on auditory versus visual exposure. ERIC Document Reproduction Service No. ED415524.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley

Fajry, K., Komariah, E., & Silvianti, T. M. (2016). Audio book: Teaching listening comprehension. Research in English and Education (READ), 1(1), 62–70.

Gadagbui, G. Y. (2010). Inclusive education in Ghana: Practices, challenges and the future implications for all stakeholders. Ghana National Commission for UNESCO. www.schoolsandhealth.org/…/Inclusive%20Education%20in%20Ghana.pdfwww.schoolsandhealth.org/…/Inclusive%20Education%20in%20Ghana.pdf

Ghana News Agency. (2001, August 31). Braille press in jeopardy.

Kuyini, A. B. (2010, April 4). Inclusive education in Ghana: Are we achieving the vision? GhanaWeb. https://www.ghanaweb.com/GhanaHomePage/features/Inclusive-Edcuation-In-Ghana-Are-We-Achieving-The-Vision-179726https://www.ghanaweb.com/GhanaHomePage/features/Inclusive-Edcuation-In-Ghana-Are-We-Achieving-The-Vision-179726

Laary, D. (2016, March 9). Ghana: Mobile phone penetration soars to 128%. The Africa Report. https://www.theafricareport.com/1800/ghana-mobile-phone-penetration-soars-to-128/https://www.theafricareport.com/1800/ghana-mobile-phone-penetration-soars-to-128/

Opoku, M. P. (2016). The state of special schools in Ghana: Perceptions of special educators in Ashanti and Brong Ahafo regions of Ghana. Turkish International Journal of Special Education Guidance and Counselling, 5(1), 22–38.

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2016). Does modality matter? The effects of reading, listening, and dual modality on comprehension. SAGE Open, 6(3). https://doi.org/10.1177/2158244016669550https://doi.org/10.1177/2158244016669550

Ry-Kottoh, L. A. (2017). Digital book publishing in Ghana: A focus on children’s ebooks [PhD thesis, University of Stirling, Scotland]. STORRE. https://dspace.stir.ac.uk/handle/1893/26842#.YQGNs0ApCUkhttps://dspace.stir.ac.uk/handle/1893/26842#.YQGNs0ApCUk

Sikanku, S. T. (2018). Challenges in teaching pupils with visual impairments in inclusive classrooms: The experience of Ghanaian teachers. Research on Humanities and Social Sciences, 8(11). www.iiste.orgwww.iiste.org

Tattersall Wallin, E., & Nolin, J. (2020). Time to read: Exploring the timespaces of subscription-based audiobooks. New Media & Society, 22(3) 470–488. https://doi.org/10.1177/1461444819864691https://doi.org/10.1177/1461444819864691

Türker, S. (2010). The effectiveness of audiobooks on the reading comprehension of selected texts by the university EFL students at different proficiency levels [Unpublished master’s thesis]. Bilkent University, Ankara, Turkey.

UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning. https://unesdoc.unesco.org/ark:/48223/pf0000245656https://unesdoc.unesco.org/ark:/48223/pf0000245656

Wagar, C. R. (2016). The impact of audiobooks on reading comprehension and enjoyment [Unpublished master’s thesis]. Columbia Basin College, Pasco, Washington. https://doi.org/10.13140/RG.2.1.1382.0409https://doi.org/10.13140/RG.2.1.1382.0409

Whittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2013). Use of audiobooks in a school library and positive effects of struggling readers’ participation in a library-sponsored audiobook club. School Library Research, 16. https://files.eric.ed.gov/fulltext/EJ1012831.pdfhttps://files.eric.ed.gov/fulltext/EJ1012831.pdf

Wolfson, G. (2008). Using audiobooks to meet the needs of adolescent readers. American Secondary Education, 36(2), 105–117.

World Health Organization. (2021). Blindness and vision impairment. https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairmenthttps://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment

Downloads

Published

2025-05-30

How to Cite

epse Luma, D. A. R. F. (2025). Assistive Technologies and it Effects on Spacial Intelligence among Pupils with Dyscalculia in Fako Division, Southwest Region of Cameroon. American Journal of Education and Evaluation Studies, 2(5), 277–288. Retrieved from https://semantjournals.org/index.php/AJEES/article/view/1824

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.