Effects of Multisensory Math Instruction and Cognitive Training in Enhancing Mathematical Skills among Pupils Diagnosed with Dyscalcuila in Selected Public Primary Schools in Jos, Plateau State, Nigeria

Abstract

This study examined the effects of Multisensory Math Instruction and Cognitive Training on the mathematical performance of pupils with dyscalculia in public primary schools in Jos, Plateau State, Nigeria. A quasi-experimental pre-test post-test control group design was employed with 60 pupils (aged 9–11) identified through the Dyscalculia Screener and classroom observations. Participants were randomly assigned to three groups: Multisensory Math Instruction, Cognitive Training, and a Control group receiving regular instruction. The interventions lasted eight weeks, with two 45-minute sessions per week. Data were collected using a validated Mathematics Achievement Test and the Working Memory Index of the WISC-V, and analyzed with ANCOVA at a 0.05 significance level. Results showed that both interventions significantly enhanced pupils’ mathematics achievement compared to the control group, with Cognitive Training yielding slightly greater gains. The study concludes that integrating multisensory teaching and cognitive training into inclusive classroom practice offers a cost-effective approach to supporting learners with dyscalculia in Nigerian schools.