Dr. Bweyhunle Khing
Kohima College
Research study on learning disabilities of primary school tribal children in Nagaland showed that Nagas have enough inborn capabilities and high degree of reasoning power to solved mathematical problems. Tribal Nagas are not disabled or dyscalculia (mathematical disorders) by birth in solving mathematical problems. But they were made victims of dyscalculia (mathematical disorders) due to multiple factors.
The study revealed that most of the learning disabled children were identified from very poor economic statuses which made them deprived of educational facilities at home as well as in schools. Parents neither pay due attention nor have the time to help and support their children‘s studies. They were also not aware about their children‘s learning problems.
Moreover, the rural children mostly engaged in household works, field and also looking after their siblings which made them away from their studies and cause lack of concentration in their studies, in turn resulting in learning disabilities and low achievement.
Research study also indicated that most of the tribal Naga children were found to be easy – going, satisfied with simple pass, quite irregular in their studies and studied only on the eve of the examination. Thus, poor study habit led to disability in learning and low achievement.
Other factors identified were lack of motivation which results in unfavourable attitude towards mathematics; pre-thought that mathematics is hard; lack of drilling and practice; hesitate to clarify doubts; linguistic difficulties in understanding instruction and lack of communication skills; misuse of entertainment media; irregular attendance of students; unsuitable social environment consisting of playmates; neighbours and community etc. which is not conducive to the child’s educational upbringing; attention deficit hyperactivity disorder (ADHD); lack of proper basic knowledge about mathematical vocabulary, concepts, principles, multiplication table resulting in difficulty while solving problems. Confusion with sequence of steps for calculation and mathematical symbols and formulas are also some of the factors which cause dyscalculia. Lack of guidance and help from parents; shortage of trained and concerned specialist; lack of suitable teaching aids; inappropriate teaching techniques; teacher’s pronunciation and reflection of dialectal speech pattern made the instruction difficult for the pupils to comprehend. Poor administration; transfer of teachers; absence of parent- teacher association; lack of an intimate relationship between teacher- pupils; due to overcrowded classrooms, teachers had failed to pay attention to each and every student. These are some of the contributing factors responsible for dyscalculia (mathematical disorders) which led to poor achievement.
Basing on this, I encourage and challenge each and every Naga student to come forward and strive for excellence in order to compete with the rest of the world.
