التحديات التي تواجه طلبة الصف السابع ذوي صعوبات التعلم في دراسة الرياضيات عن بعد من وجهة نظر أولياء أمورهم بدولة الكويت

الملخص EN

The current study aimed to identify the challenges facing seventh grade students with learning difficulties in studying mathematics from a distance from the viewpoint of their parents in the State of Kuwait.

The study included 150 participants from the parents of students with learning difficulties in mathematics, of whom 90 were males and 60 females.

The number of those with a degree less than a bachelor’s was 28, the number of those with a bachelor’s degree was 102, while the number of those with a postgraduate degree was 20.

To achieve the goal of the study, the researcher designed the study tool and verified its validity and reliability.

The study used the descriptive survey method, which included gender variables (males and females) and academic qualification (less than Bachelor’s, Bachelor’s, graduate degree).

Means, standard deviations and two-way analysis of variance were used to answer the study questions.

The results indicated that the overall average of the challenges faced by students of the seventh grade with learning difficulties in studying mathematics were at an intermediate level, while the factors related to the student were ranked first and at a high level, followed by the students' perceptions about learning mathematics which were also of a high level, then came factors related to the teacher at an intermediate level, followed by the attitudes towards learning mathematics at an intermediate level, while cognitive difficulties came in the last rank with the lowest means and medium level.

The results indicated that there were statistically significant differences in all sub-dimensions and the overall score of the scale of challenges facing seventh-grade students with learning difficulties due to the gender variable except for some factors related to the teacher.

The overall average was in favor of females, meaning that the challenges faced by females were higher than for males.

The results also showed that there were no statistically significant differences in the challenges according to the gender variable.

The results also indicated that there were no statistically significant differences in all sub dimensions or in the overall score of the scale of challenges facing seventh-grade students with learning difficulties due to the educational level variable.

The study ended with a number of recommendations related to its findings.