The Relationship between Writing Dyslexia and Academic Performance of Upper Primary Pupils in Public Schools in Changamwe Sub-County, Kenya

Abstract

The present study compared the relationship between writing dyslexia condition and academic performance in upper primary learners in Kenyan public schools in Changamwe Sub County, Mombasa County. Correlational Ex-Post Facto research design was used based on three major examinations done in Term 1 and Term 2. The sample for the study consisted of 160 learners and 43 teachers from six different schools. The study used a purposive sampling method. Questionnaires were used to collect data from teachers. To test Reliability, the test-retest method was done by using both Cronbach’s Alpha and Pearson’s correlation coefficient (r) at 5 percent critical level. Pearson product moment correlation was used to test hypotheses while Descriptive statistics such as mean, frequencies, percentages, standard deviations were used to summarize data. The study found out that there was a statistically significant relationship (p < 0.05) between academic performance and writing (r = 0. 4912*, p = 0. 0000) in upper primary pupils in public schools. The study recommends formulation of education policies catering on screening, teaching, learning, assessment and examination of dyslexic pupils in public primary schools in Kenya. The study also recommends restructuring of the teacher training curriculum to equip teachers with skills to handle writing dyslexics.