EFFECT OF DYSLEXIA ON SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN JEGA LOCAL GOVERNMENT, KEBBI STATE

Abstract

The study examined the effect of dyslexia on secondary school students’ academic performance in Jega Local Government Area, Kebbi State. It was guided by two research objectives and two null hypotheses. A descriptive survey research design was adopted, with a study population comprising 520 teachers and 1,200 students in public senior secondary schools. Using a proportionate sampling technique, a total of 306 participants comprising of 100 teachers and 206 students were selected from five sampled secondary schools. Data were collected using a researcher-developed instrument titled Dyslexia and Academic Performance Questionnaire (DAPQ), which yielded a reliability coefficient of 0.89 through the test–retest method. Data were analyzed using inferential statistics of Pearson Product Moment Correlation (PPMC) and independent t-test at a 0.05 level of significance. Findings revealed a strong and statistically significant positive relationship between dyslexia awareness and students’ academic performance in Jega Local Government. Additionally, there was a significant difference in the level of awareness and understanding of dyslexia among school personnel and instructors. The study recommended that the government, in collaboration with educational authorities, should organize regular workshops, seminars, and in-service training programs on dyslexia awareness and intervention strategies for teachers and school personnel. It also suggested that teacher training institutions and colleges of education should integrate comprehensive courses on learning disabilities, particularly dyslexia, into their curricula to ensure that future educators possess the necessary knowledge and skills to effectively support students with dyslexia and enhance their academic achievement.