BRAINSTORMING AND INDIVIDUALISED LEARNING STRATEGIES ON ACADEMIC PERFORMANCE OF CHILDREN WITH LEARNING DISABILITIES IN SOCIAL STUDIES IN TANGA DISTRICT, TANZANIA

Abstract

This study examine effect of Brainstorming and Individualised learning strategies on academic performance of children with learning disabilities in social studies in Tanga district, Tanzania To achieve this broad objective, two research questions were developed and answered while two research hypotheses were formulated and tested. Quasi-experimental design, precisely, the post-test only, non-equivalent group, quasi-experimental design was used to carry out this study. The population of the study constitutes all the pupils in primary three with learning disabilities in public primary schools in Tanga district, Tanzania. Simple random sampling technique was used to select 100 primary 2 pupils with learning disabilities. The instrument for data collection was Social Studies Performance Test (SSPT) which was face validated by three experts, two from  Special Education Department and one was given to a lecturer Measurement and Evaluation.  To determine the reliability of the instrument, test retest method was used and a reliability coefficient of 0.76 was obtained using PPMC. Data for the study was collected with the help of Co-researchers. Data collected was analyzed using mean and standard deviation to answer the research questions, raised in the study. While t-test was used to analyze the null hypotheses at 0.05 level of significance. Presentation and analysis of data were made by the use of tables. The result revealed that pupils with learning disabilities who were exposed to Brainstorming and Individualised learning strategies achieved more than those who were not exposed to it. Also, there exist significant difference in the academic performance of children with learning disabilities taught using Brainstorming and Individualised learning strategy and lecture method in Tanga district, Tanzania It was recommended among others that curriculum planners should incorporate the usage of Brainstorming and individualised instructional strategies as part of approved methods of teaching in lower primary schools.