Differential efficacy of self-regulation empowerment and scaffolding in managing dyscalculia among secondary school students

Abstract

Mathematics learning difficulties, such as dyscalculia, continue to impede academic achievement among secondary school students, yet effective intervention strategies remain limited. Research exploring evidence-based approaches to manage dyscalculia, particularly through metacognitive and instructional supports, is still insufficient. This study investigated the effectiveness of self-regulation empowerment training and scaffolding in managing dyscalculia among public secondary school students. A quasi-experimental design with pretest, posttest, and control groups was employed, involving 67 participants selected from a larger population through multistage sampling. The Dyscalculia Screening Scale, adapted from an established screening tool, was used for data collection, with reliability confirmed before implementation. Data were analyzed using descriptive and inferential statistics. Findings indicated that students exposed to self-regulation empowerment training and scaffolding demonstrated improved mathematical performance and reduced dyscalculic tendencies compared to their peers in the control group. The study underscores the efficacy of metacognitive and scaffold-based interventions in addressing learning difficulties and enhancing self-regulated learning among students with dyscalculia. It recommends incorporating structured empowerment and scaffolding techniques into mathematics instruction to promote inclusivity and academic resilience.

Keywords: Dyscalculia; intervention strategies; scaffolding; secondary education; self-regulation