Effect of multi sensory approach on performance in mathematics of primary school students having difficulties in arithmetic

Abstract

The study was designed to examine the effect of multi-sensory approach on performance in mathematics (assessed in terms of level of acquisition and time taken to complete the test) of primary school students who were having difficulties in arithmetic. A diagnostic test for the purpose of diagnosing the students with difficulties in arithmetic including the skills of number recognition, addition and subtraction was developed by the researcher and was used to diagnose the sample of 30 primary school students with difficulties in arithmetic. Pre-test post-test control group design was used for the study. As the students scored higher in the posttest, the study revealed that multi-sensory approach creates a significant difference in the sub-variable of level of acquisition. Similarly, for time taken for completing the test, the study revealed that the multi-sensory approach creates a significant difference in time taken by the primary students to complete the test. Again, during the delayed post-test, the multi-sensory approach creates a significant difference in retention. newline