EFFECT OF MULTISENSORY APPROACH ON THE SPELLING ABILITIES OF PUPILS WITH DYSORTHOGRAPHY IN IBADAN, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Dysorthography, characterized by difficulties in spelling and writing, is a prevalent learning disorder among school-aged children. This study aimed to investigate the effect of a multisensory approach on the spelling abilities of pupils with dysorthography in Ibadan, Nigeria.
The study employed a pretest-posttest control group design, with a sample size of 60 pupils (30 in the experimental group and 30 in the control group) selected from primary schools in Ibadan. The experimental group received an intervention based on a multisensory approach, while the control group received traditional spelling instruction.
The intervention in the experimental group involved the use of multiple sensory modalities, such as visual, auditory, and kinesthetic, to enhance learning and memory processes. Various techniques including visual aids, mnemonics, tactile materials, and auditory cues were employed to engage the pupils’ senses during spelling tasks.
Both groups were assessed using a standardized spelling test before and after the intervention. The data collected were analyzed using appropriate statistical methods, including independent t-tests and repeated measures analysis of variance (ANOVA).
The results indicated a significant improvement in the spelling abilities of pupils in the experimental group compared to the control group. Pupils who received the multisensory intervention showed a higher increase in spelling scores, suggesting that the multisensory approach had a positive impact on their spelling skills.
The findings of this study highlight the potential benefits of a multisensory approach in addressing spelling difficulties associated with dysorthography. The multisensory techniques utilized in this study provided a more engaging and effective learning experience for pupils, enabling them to better encode and retrieve spelling information.
The implications of this research suggest that educators and practitioners should consider incorporating multisensory instructional strategies into their teaching practices to support pupils with dysorthography. Furthermore, the study contributes to the existing literature on learning interventions for dysorthography, particularly in the Nigerian context.
Further research is recommended to explore the long-term effects of the multisensory approach on spelling abilities, investigate the transferability of skills to other academic areas, and examine the generalizability of the findings to a larger population.
Keywords: Dysorthography, spelling abilities, multisensory approach, primary school, Nigeria.
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