Sivalingam, M and Venkateswaran, R.
Periyar University, Salem, India
Pages:87-94
Learning difficulties include impairments in any of the following areas: dyslexia (reading
disabilities), dysgraphia (writing disabilities), and dyscalculia (mathematical problems).
Teachers are essential in diagnosing and treating learning problems. The study evaluates
secondary school teachers’ understanding of students’ learning difficulties. A descriptive
research design and survey research approach was deemed suitable for the study to
determine secondary school teachers’ awareness of learning difficulties in pupils. A
non-probability convenient sampling strategy was used to select 40 secondary school
teachers from a subset of Salem District schools. Data was gathered using a selfstructured questionnaire. According to the study, most secondary school teachers had
average knowledge, or 80%, followed by good knowledge, or 15%, and below average
knowledge, or 5%. As statistically analyzed by chi-square at the 0.05 significance
level, educational status had a significant association with secondary school teachers’
knowledge of learning disabilities among students. In contrast, all other variables (gender,
age, teaching experience, area of school, and source of knowledge) had no significant
association with teachers’ knowledge of learning disabilities among students. According
to the study’s findings, most secondary school teachers knew only a little about learning
difficulties in their students