CONFRONTATION OF CHILDREN WITH DYSCALCULIA DURING ONLINE LEARNING

SYLEJMANI, Shkurta and MEMEDI, Buniamin (2023) CONFRONTATION OF CHILDREN WITH DYSCALCULIA DURING ONLINE LEARNING. EDUCATION Journal of Educational Research, 5 (9-10). pp. 234-240. ISSN 2671 - 3276

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Abstract

Introduction: The period of the COVID-19 virus, in addition to health, affected to a great extent and also global education of all the children of the world, moving to a lesson through the screen. This way of learning had many difficulties and little effect, particularly for children with learning disabilities, for whom learning and commitment must always be continuous and active for their difficulty to fade further. Purpose: The research aims to investigate the specific challenges pupils who struggled with math faced when learning online. Research questions: What was the impact of online learning on students with math difficulties? What difficulties did children with dyscalculia have when participating in distance learning during COVID-19? Methodology: The research methodology is quantitative and qualitative. The questionnaire was used as an instrument and focus group. The study population was 60 students in fourth grade and 8 parents, Municipality of Pristina. The data were analyzed through (SPSS). Results: The study's findings demonstrated that online learning had no impact on dyscalculic children because the pandemic had a significant negative impact on these kids and prevented them from the regular treatment of their math difficulties. They also encountered numerous challenges while learning online, which had an impact on their emotional and psychological condition. =

Item Type:	Article
Uncontrolled Keywords:	challenges, dyscalculia, math, online learning, parent, student.
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Law, Arts and Social Sciences > School of Education
Depositing User:	Unnamed user with email zshi@unite.edu.mk
Date Deposited:	29 Oct 2023 22:39
Last Modified:	29 Oct 2023 22:39
URI:	http://eprints.unite.edu.mk/id/eprint/1435

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