A Study of Classroom Environment and Learning Outcomes of Children with Fine Motor skill Developmental Coordination Disordering Osun State, Nigeria.
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Date
2021
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Publisher
The Institute of Education, Faculty of Education, Obafemi Awolowo University.
Abstract
The study established the existence of fine motor skills developmental coordination disorder among school aged children in Osun State. It investigated the prevalence of fine motor skills developmental coordination disorder among school aged children in the study area. It determined the quality of classroom environment in schools within the study area and examined the influence of classroom environment on performance in handwriting of children with fine motor skills developmental coordination disorder in Osun State. These were with a broader view of investigating classroom environment and learning outcome of children with fine motor skill developmental coordination disorder in Osun State, Nigeria The study adopted descriptive survey and observational research design. The population for this study was comprised of all lower primary school pupils with fine motor skills developmental disorder in Osun State and their teachers. The sample size consisted of 106 respondents (15 teachers and 91 pupils). Multistage sampling procedure was used to select the sample for the study. From each of the three senatorial districts in the state, one local government area was selected using simple random sampling technique. Five primary school were randomly selected from each of the local government area, making a total of 15 schools. One intact class of primary three were selected from each of the schools using purposive sampling technique. Three instruments were used to collect data for the study. These included Fine Motor Skills (Writing) Coordination Questionnaire (FMSQ), Dexterity Observational Checklist (Writing, Sewing, Knitting and Drawing) (DOC), and Arts and Handwriting Test (AHT). Data collected were analyzed using appropriate descriptive and inferential statistics. Findings on the existence of fine motor skills development coordination disorder indicated that illegible writing (despite appropriate time and attention given the task) was prevalent (55.7%), unfinished words or letters, omitted words were prevalent among pupils (55.7%), and talking to self while writing, or carefully watching the hand that is writing was also prevalent (59.4%). The prevalent fine motor skills developmental coordination disorders were generally illegible writing (𝑥̅ =2.51); inconsistencies: mixtures of print and cursive (𝑥̅ =2.69); and inefficient speed in copying
(𝑥̅ =2.74). Findings on the available physical facilities for teaching pupils with developmental coordination disorder showing the quality the classroom environment indicated that the available and working facilities are pencils (𝑥̅ =1.00), eraser (𝑥̅ =1.00), sharpener (𝑥̅ =1.00), and many more. Results showed that there is no significant influence of classroom environment on performance in handwriting of children with fine motor skills developmental coordination disorder in Osun State (F = .834, p > 0.05). The study concluded that classroom environment had no significant influence on the performance of pupils in handwriting with fine motor skills developmental coordination disorder.
Description
xi, 83pg
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Citation
SANNI, Evelyn Nwanneka. (2021). A Study of Classroom Environment and Learning Outcomes of Children with Fine Motor skill Developmental Coordination Disordering Osun State, Nigeria. Obafemi Awolowo University.