Learning Difficulties and Their Relationship to Academic Achievement Among Primary School Students from the Perspective of Teachers in the Al-Washka Region

Abstract

This study aims to investigate the relationship between learning disabilities and academic achievement among primary school students in the Al-Washka region from the perspective of their teachers. To achieve the study objectives, the researcher employed the descriptive-analytical methodology, which is suitable for exploring the phenomena in its natural context. The study sample consisted of (37) male and female teachers selected from primary schools in the region. For data collection, the researcher utilized two main instruments: the Dr. Zaidan Al-Sartawi Scale for Learning Disabilities and the students' annual evaluation records to measure academic achievement. The findings of the study revealed that learning disabilities among the targeted students appear at a moderate level leaning towards low, indicating that while these difficulties exist, they are not severe in their overall manifestation. Specifically, the results emphasized that manifestations of attention deficit and concentration difficulties range between moderate and high-moderate levels. Furthermore, students suffer from auditory-attentional difficulties at a moderate degree. In addition, the results showed that visual perception and visual-motor coordination difficulties appear at a moderate level, sometimes leaning towards high. The study also found a statistically significant correlation between the level of learning disabilities and the decline in academic achievement. Based on these findings, the study offered a set of recommendations, most notably the importance of early detection of learning disabilities in the primary stage and the necessity of training teachers on modern teaching strategies to support students with such challenges.