Comparing strategy use of dyslectic and non-dyslectic Greek EFL learners: The effect of gender, educational level, self-perceived proficiency, and motivation

Abstract

According to Cerulli and Mariotti (2014), developing students' knowledge in transforming or simplifying radical expressions poses a significant challenge for teachers. The mastery of the said skill is needed on the proceeding topics on Grade 9 Mathematics such as the operations involving radical expressions. This study aimed at testing the effectiveness of integrating a game based learning in the form of a game board called Game of the Radicals in teaching simplifying radicals. It described the performance of group of students in simplifying radicals before and after a series of playing the Game of the Radicals using pre-test and post-test design and test whether there is significant difference between the pre-test and post-test scores of the subjects under study. This study was conducted to selected Grade 9 (15) students of College of the Immaculate Conception during the A.Y 2019-2020. The study used the pretest-posttest experimental design of research. This study utilized T-test for dependent sample to test whether there is a significant difference between the pre-test and post-test scores of the groups. Results showed that, it made enough statistical evidence to have concluded that There is a significant difference in the problem solving skills of subjects in the pre-test and post-test of the group of subjects. Thus, this result implies that using Game of the Radicals in teaching simplifying radicals is a great tool to master the said competency. Also, curriculum developers may consider integrating the use of modified board games in teaching Mathematics.

Tangible insights on the strategizing of language learners and users

“…These activities have provided an opportunity for research focusing on the connection between SI involving LLS and the development of students' soft skills. Moreover, considering that teachers in Greek schools have not necessarily had experience in catering to students with special needs with regard to L2/FL learning, recent work has included focus on LLS for learners with dyslexia and other learning difficulties (Gavriilidou et al, 2021). Making the connection between SI on the one hand and both soft skills and learning difficulties on the other requires clarity as to the constructs involved and reliance on a well-grounded and comprehensive theory.…”