Dyscalculia and Preschoolers Acquisition of Numeracy Skill in Obio/akpor Local Government Area

This study was designed to examine the effect of dyscalculia on the acquisition of numeracy skills
among preschoolers in Obio/Akpor Local Government Area of Rivers State and to evaluate the
strategies used by educators and parents to support children with dyscalculia. The sample size
used for this study was 189 respondents which represents 52.5% of the population. The sampling
techniques used in this study was a stratified random sampling technique. This technique was used
because it reflects the entire population. The stratified random sampling procedure was used in
selecting the sample from 5 public primary schools for the study, using the Taro Yamane Method
to cut down the sample size. The reliability of the instrument was tested outside the population
sample with the coefficient of 0.78 using Pearson’s Product Moment Correlation Coefficient
(PPMCC). The instrument was validated by the researcher’s supervisor and two other experts in
the Department of Early childhood and Primary Education University of Port Harcourt. This
research was guided by four(4) objectives, four (4) research questions & four(4) hypothesis . The
research questions were answered using mean and standard deviations, at 0.05 level of significance
and hypothesis were answered using pearson product moment correlation(PPMC) .The method of
data analysis was In analyzing the data obtained from the questionnaire, the frequencies of
response for each questionnaire items will be calculated. The study found a moderate prevalence
of dyscalculia among preschoolers in Obio/Akpor LGA, with significant challenges in basic
numeracy skills. It revealed a moderate awareness of dyscalculia among teachers and parents,
though deeper understanding was lacking. The study highlights the need for increased awareness
and targeted interventions to improve numeracy skills in affected children. It was recommended
in this research work that the need for specialized teacher training to support preschoolers with
dyscalculia, along with increased awareness programs for parents and teachers. Targeted
interventions, including individualized teaching and assistive technologies, should be
implemented in schools. Additionally, collaboration between parents and educators, along with
policy formulation and resource allocation, is crucial for early identification and effective support
of children with dyscalculia.