Effects of infographic designing on image processing ability and achievement motivation of dyscalculic students Neetu Singh Neha Jain Assist. Professor, Dept. of Pedagogical Sciences, Faculty Assist. Professor, Dept. of Pedagogical Sciences, Faculty of Education, Dayalbagh Educational Institute (Deemed of Education, Dayalbagh Educational Institute (Deemed University) Dayalbagh, Agra, University) Dayalbagh, Agra, e-mail: neetusin8@gmail.com, e-mail: neha.jain870@gmail.com, Mobile No. 9808127514 Mobile No. 9808988632 Abstract–Dyscalculia is a mathematical learning disorder in I. INTRODUCTION which the mathematical ability of students is found lower than the expected for a person’s age, intellect and Dyscalculia is a mathematical learning disorder in edification. There are various symptoms of Dyscalculic such which the mathematical ability of students is found lower as -having difficulty in counting objects, difficulty in than the expected for a person’s age, intellect and processing and memorizing sequences and others. edification. Researchers have found indication that such Infographic design presents simple brain exercises and type of a disability exists in real world and due to their activities for dyscalculic can be helpful in stimulating the network of neural connections in charge of processing result it is necessitate addressing dyscalculia as a chief numeric language which lead to minimize their cognitive educational concern in mathematics. Dyscalculic difficulties that are associated with the process of learning students present themselves with the difficulties in mathematics and develop their image processing ability. number processing and feel complexity in The present study is aimed at achieving the objectives i.e., comprehending simple numeral concepts. They lack an to identify the Dyscalculic students from the regular intuitive grasp of numbers and face problems in learning classrooms of junior level, to compare the image processing facts and procedures based on numbers. In some cases ability of Dyscalculic students taught by Infographic design even if they generate a correct answer or use a proper and Traditional design, to compare the achievement method, they may do so mechanically and without motivation of Dyscalculic students taught by Infographic design and Traditional design, to compare the image confidence. When a child’s brain system cannot process processing ability between rural and urban Dyscalculic the considerable and imperative stages necessary to make students taught by Infographic design, To compare the a head begin with numbers, the challenges they achievement motivation between rural and urban experience by means of mathematics suffer greater. Dyscalculic students taught by Infographic design, to Normally they tend to employ fundamental and compare the image processing ability between male and disorganized counting actions and commit frequent female Dyscalculic students taught by Infographic design, errors and fall behind their peers. There are various to compare the image processing ability between male and symptoms of Dyscalculic such as - having difficulty in female Dyscalculic students taught by Traditional design, to counting objects, difficulty in processing and compare the achievement motivation between male and female Dyscalculic students taught by Infographic design, memorizing sequences, seek extra help in counting to compare the achievement motivation between male and forwards and backwards, having difficulty in recording female Dyscalculic students taught by Traditional design. calculations on paper, having difficulties in For achieving these objectives, Descriptive Survey research understanding place value, may be disturbed by the lack method has been employed. In the present study 48 of confidence in estimation and find the sequencing of dyscalculic students of junior schools were selected from time difficulty. There are some biological reasons Agra city by simple random sampling. Mathematics showed by researchers. According to Brian Butterworth Academic Achievement Test, Mathematical Comprehension (2012), The core number areas in the left and right Scale, Image Processing Ability Test, Achievement parietal lobes of learners with dyscalculia have fewer Motivation Scale tools were used to collect the data.. These dyscalculic students were not different in their achievement nerve cells and/or fewer connections among them. These motivation and image processing ability on the basis of areas also activate differently in Dyscalculic learners: rural and urban. The dyscalculic students were found usually they are less active and in number tasks they different in their achievement motivation and image respond differently from typical learners. If these processing ability on the basis of gender. students are diagnosed then the special treatments can be given to remove their difficulties in that specific area. Keywords–Infographics; Image Processing Ability; Simple brain exercises and activities for Dyscalculic Achievement Motivation; Dyscalculic Students can be helpful in stimulating the network of neural connections in charge of processing numeric language Copyright © 2017 held by the authors which lead to minimize their cognitive difficulties that 45 are associated with the process of learning mathematics. achievement motivation and dyscalculia which is given In general people remember 10% of what they hear, 20% below. of what they read, and 80% of what they see and do. So image or visuals are very effective mean of learning A. Studies Related to Infographics different subjects and it is also true for mathematics. By visuals, Dyscalculic learner can get rid of overloaded of Çifçi, T. (2016) revealed that using Infographics in text-based information that they continuously receive geography lessons increase academic achievement and throughout the day. So it’s no wonder that we need to attitude levels of the students. It can also contribute to implement visuals throughout learning opportunities. visual and verbal learning levels. Besides, these results In the present digital era, creative pedagogies have can also provide guidance to teachers as they provide developed into an extensively conventional way of alternative and different instructional materials in learning, and the usage of global network is inevitable in geography lessons. Matrix, S. (2014) has explored that every education process. Ubiquitous learning integrates how incorporating a research-based graphic design wireless, mobile and context awareness technologies in assignment into coursework challenges and encourages order to identify the situation of the learners and provide students' visual digital literacies. Matrix, S. (2014) more seamless adaptive support beyond formal learning includes practical insights and identifies best practices process (Shih, Chu, Hwang, & Kinshuk, 2011; Hwang, emerging from the authors' classroom experience with Chih-Hsiang, Tseng, & Huang, 2011). In order to the Infographic assignment, and from student feedback. support modern pedagogical approaches, as well as a The paper suggests that this kind of creative assignment variety of heterogenic learning resources within courses, requires students to practice exactly those digital ubiquitous learning environments need to be based on a competencies required to participate in an increasingly powerful IT infrastructure. At the same time, in order to visual digital culture. Bellei, M., Welch, P., Pryor, S., & be efficient, ubiquitous learning environments need to be Ketheesan, N. (2016) revealed that Infographics is a based on learning management systems (LMS) and unique, innovative and cost-effective method for integrated into an existing comprehensive curriculum. In producing digital media resources for tertiary level true sense comprehensive curriculum is one which is immunology teaching. The result was the production of able to cater the needs and interest of all kind of learner. original, high-quality and effective supplemental For making learning effective various additional tools are teaching resources that were extensively reviewed and developed and used in all levels of education. pedagogically engaging for all the students involved. Information graphics is one of them which is known as “Infographic”. B. Studies Related to Image Processing Ability Infographic is a representation of information in a graphic format designed to make the data easily Aloraini, S. (2012) determined the impact of using understandable at a glance. It can improve cognition by multimedia on students’ academic achievement in the utilizing graphics to enhance the human visual system’s College of Education at King Saud University and found ability to see patterns and trends. It can be also helpful in significant impact of multimedia on the academic the image processing of Dyscalculic as it presents the achievement of college students. Smeda, N., Dakich, E., content or knowledge in graphical manner. The image & Sharda, N. (2014) studied the effectiveness of digital processing is the analysis and manipulation of a storytelling in the classrooms. The findings suggested digitalized image, especially in order to improve its that digital storytelling is a powerful tool which quality. These Infographics can make a fruitful integrates instructional messages with learning activities contribution in the mathematics learning of Dyscalculic to create more engaging and exciting learning students. As the present teaching and learning has been environments. It is a meaningful approach for creating a changed a lot with the inclusion of smart classes, blended constructivist learning environment based on novel learning, synchronous and asynchronous learning, open principles of teaching and learning. Thus, this approach educational resources, online certificate courses and has the potential to enhance student engagement and various other advanced version of modern education. provide better educational outcomes for learners. Different types of content creation tools, different type of e-resources are need to be implemented in the teaching C. Studies Related to Achievement Motivation learning process of Dyscalculic to make their learning easy and for developing the motivation towards their Santha Kumari, V.R. and Chamundeswari, S. (2015) learning in mathematics. Infographics allow the students have investigated the relationship between achievement to easily summarize key learning in an interesting and motivation, study habits and academic achievement at motivating way which results in enhancing the active the secondary level by using the Survey method. The engagement of Dyscalculic in mathematics learning. results of statistical analyses showed a significant correlation between achievement motivation, study II. REVIEW OF RELATED LITERATURE habits and performance of students and a significant difference was found between students in different The researchers have reviewed the related literature categories of schools and gender pertaining to relating to the Infopgraphics, image processing ability, achievement motivation, study habits and academic 46 achievement. Franzis and others (2006) studied the role in the bottom 2% of their age group on timed arithmetic) of cognition, achievement motivation and were also matched on IQ. This suggests that general conscientiousness on academic underachievement among cognitive ability alone is not a sufficient explanation. the students of grades 7 to 10. Results of the study There is abundant evidence now that it is possible to be presented all relationships between underachievement excellent at arithmetical calculation with low general IQ scores and need for cognition, achievement motivation (Butterworth, 2006). scales, and conscientiousness showed linearity. After reviewing previous researches conducted in Emannuel and others (2014) explored the relationship the field of Infographic designing, image processing and between achievement motivation, academic self-concept achievement motivation, the researchers have found that and academic achievement of high school students. The there is no study is designed to investigate all the findings showed that, majority of the high school variables for Dyscalculic students. Dyscalculic students students were highly motivated, have high self-concept always face difficulties in understanding the and performed well in the Mathematics Achievement mathematical problems. Therefore, it is trying to solve test. This study also showed a significant correlation their learning problems through Infographics, so that between self-concept and academic achievement. Again, Dyscalculic students can also be more engaged in there was a positive relationship between achievement classroom learning. motivation and academic achievement but the correlation E. Key Terms and Definitions was not significant. Akpan, I.D. & Umobong, M.E. (2013) analysed of The key terms used in this study have been defined achievement motivation and academic engagement of by the researchers in following words: senior secondary students in the Nigerian classroom. The 1. Infographics analysis of the data revealed that achievement motivation Infographics are also known as information graphics has a significant impact on academic engagement with which presents graphic visual exemplifications of highly motivated students being more academically information, data or the knowledge envisioned to engaged than the moderately and lowly motivated present information quickly and clearly with students. Also findings presented that male students were interesting features. According to the researchers, more motivated than female student and, age also had a cognition can be improved by using infographics significant influence on achievement motivation. which enhance the human visual system's ability to Achievement motivation could be seen as self- see patterns and trends. determination to success in whatever activities one 2. Image Processing Ability engages in, be it academic work, professional work, Image processing ability is known as the ability to sporting events, among others (Tella, 2007). Awan, analyse and manipulate the digitized images, Noureen and Naz (2011) examined achievement and its pictures, symbols etc. especially in order to relationship with achievement motivation and self- understand its relevance with the content. concept among the secondary school students. The 3. Achievement Motivation findings revealed that achievement motivation and self- Achievement motivation can be defined as the need concept are significantly related to academic for success or the attainment of brilliance. achievement. Significant gender differences were According to the researchers, achievement discovered which were in favour of female students. motivation can be defined as an individual's need to meet realistic aims, get feedback and experience a D. Studies Related to Dyscalculia sense of accomplishment. 4. Dyscalculic Students Castro, M.V.d., Bissaco, M.A.S., Panccioni, B.M., Dyscalculia is a condition that affects the ability to Rodrigues, S.C.M., Domingues, A.M. (2014) found that acquire arithmetical skills. Dyscalculic students may the virtual environment allows the students to integrate have difficulty in understanding simple number thought, feeling and action, thus motivating the children concepts, lack an natural grasp of numbers, and have to learn and contributing to their intellectual problems learning number facts and procedures. development. Many virtual environments and computer games have been developed with educational goals to F. Objectives help children with learning disabilities. Previous studies have shown positive results for children with learning 1. To identify the Dyscalculic students from the regular disabilities in reading (Nicolson, R.I., Fawcett, A.J., classrooms of junior level. Nicolson, M.K., 2000 & Macaruso, P., Hook, P.E., 2. To compare the image processing ability of McCabe, R., 2006). These studies showed that student Dyscalculic students taught by Infographic design performance has improved significantly by using and Traditional design. computer-based games when compared with traditional 3. To compare the achievement motivation of computer-assisted teaching techniques (Chuang, T.Y., & Dyscalculic students taught by Infographic design Chen, W.F. 2009). Moreover, Landerl et al. (2004) found and Traditional design. dyscalculia even when matched against controls with comparable spans. In this study, Dyscalculics (who were 47 4. To compare the image processing ability between Descriptive survey research method has been rural and urban Dyscalculic students taught by followed by the researchers to collect the information Infographic design. regarding the variables of the study. 5. To compare the achievement motivation between rural and urban Dyscalculic students taught by B. Population Infographic design. 6. To compare the image processing ability between A population is any group of individuals that have male and female Dyscalculic students taught by one or more characteristics in common that are of the Infographic design. interest to the investigator. It may be all the individuals 7. To compare the image processing ability between of a particular type or a restricted part of that group male and female Dyscalculic students taught by (Best, 1977). Thus a population refers to any collection Traditional design. of specified group of human beings or of non-human 8. To compare the achievement motivation between entities such as objects, educational institutions, time male and female Dyscalculic students taught by units, geographical areas or salaries etc. The population Infographic design. for the present study is the students of class VI in the 9. To compare the achievement motivation between Agra city. male and female Dyscalculic students taught by Traditional design. C. Sampling The researchers have first selected the schools from Agra city to select the sample for the present study. There are total 355 Higher Secondary Schools in Agra G. Hypothesis district in which 124 schools come under the rural region and 231 schools come under the category of urban 1. There exists no significance difference in image region. By following simple random sampling technique processing of Dyscalculic students taught by the researchers have selected 10 schools from the rural Infographic design and traditional design. region and 10 schools from the urban region. In the next 2. There exists no significance difference in stage of sampling, the students of class VI have been achievement motivation of Dyscalculic students considered to identify the Dyscalculic students. Then taught by Infographic design and traditional design. Mathematics Academic Achievement Test and 3. There exists no significance difference in image Mathematical Comprehension Scale have been processing ability between rural and urban administered upon the students of class VI. The students, Dyscalculic students taught by Infographic design. who have attained less than 7 scores in the Mathematics 4. There exists no significance difference in Academic Achievement Test and come under the lower achievement motivation between rural and urban level of mathematical comprehension ability, have been Dyscalculic students taught by Infographic design. identified as Dyscalculic students. Therefore, 24 5. There exists no significant difference in image Dyscalculic students (12 male and 12 female) have been processing ability between male and female selected from the rural area and 24 Dyscalculic students Dyscalculic students taught by Infographic design. (12 male and 12 female) have been taken from the urban 6. There exists no significant difference in image area. Total 48 Dyscalculic students have been selected in processing ability between male and female the present study. Dyscalculic students taught by Traditional design. 7. There exists no significant difference in achievement D. Research Instruments motivation between male and female Dyscalculic students taught by Infographic design. The researchers have selected some standardized 8. There exists no significant difference in achievement research tools and also developed some research tools to motivation between male and female Dyscalculic collect the information regarding the variables of the students taught by Traditional design. present study. The brief description of the tools is as follows: III. RESEARCH METHODOLOGY E. Mathematics Academic Achievement Test The research methodology in this study comprises research method, sampling procedure, research Self-developed Mathematics Academic instrument and statistical techniques. The suitable Achievement Test has been employed by the researchers research method, sample, research instruments and to identify the Dyscalculic students. There are 40 items statistical techniques have been selected according to the in this test based on IV class curriculum. These items objectives of the study. have been prepared with the help of experts’ opinion, item analysis and content validity. The content validity A. Research Method has been found 0.83. The reliability of this test has been measured through test-retest method and K-R method. 48 The test–retest and K-R reliability coefficient for this test The identification of Dyscalculic students has is 0.78 and 0.82 respectively. One score is given for right been done by administering the Mathematics Academic answer and 0 is given for the wrong answer. Achievement Test and Mathematical Comprehension Scale upon the students of class VI. The criteria for F. Mathematical Comprehension Scale identifying these students were as follows: 1. Not achieving the passing marks in the academic This scale has been developed by the achievement test. researchers to measure the mathematical comprehension 2. Lower level of mathematical comprehending ability ability of the Dyscalculic students. There are 26 items in in mathematical comprehension scale. this scale with 5 response options i.e., always, very often, The following table shows the selected students with the sometimes, rarely, never. After taking experts’ opinion, problem of dyscalculia: items were analysed and its content validity and reliability has been measured. The content validity of this Table 1.0: Identification of Dyscalculic Students tool is found 0.77 and Cronbach’s Alpha reliability is found 0.79. Rural Urban Factors Total G. Image Processing Ability Test Male female Male female Self-developed Image Processing Ability Test Mathematical has been used to study the image processing ability of Academic 12 12 12 12 48 Achievement the Dyscalculic students. There are total 45 items in this (Below 7 Marks) test. The items have been prepared from Mathematics Mathematical subject of IV class. The items have been given in this test Comprehending are in form of images. These items have been selected on 12 12 12 12 48 Ability the basis of experts’ opinion and item analysis. The (Lower Level) content validity of this tool is measured 0.81 and K- Reliability coefficient is found 0.84. 1 score is given for Therefore total 48 Dyscalculic students have been the right answer and 0 is given for the wrong answer. identified. There are 24 female and 24 male students who were taken from the rural and urban area equally. H. Achievement Motivation Scale Objective 2: To compare the image processing ability of Dyscalculic students taught by Academic Motivation Scale developed by Infographic design and Traditional design. Bhuyian and Singh (2009) was used to study the The Following Table 1.1 shows the difference achievement motivation among Dyscalculic students. in the image processing ability of Dyscalculic students There are total 28 items in this test which are related to taught by Infographic design and Traditional design: three dimensions i.e., intrinsic motivation, extrinsic motivation and a motivation. In each dimension, 3 Table 1.1: Exhibiting Difference in the image processing factors of intrinsic motivation, 3 factors for extrinsic ability of Dyscalculic students taught by Infographic design motivation and 1 factor for a motivation, have been and Traditional design given each of which contains 4 items. There are five Teaching response options to each statement: Absolutely right, N Mean S.D. T-value Approaches right, neither right nor wrong, wrong, absolutely wrong. Dyscalculic A score of 5 is given to those responses showing Students taught maximum motivation while 1 is given to those showing 24 25.4 1.97 by Infographic lowest motivation level. Design 6.31 Dyscalculic I. Statistical Techniques Students taught 24 7.84 2.52 by Traditional The researchers have selected the sample Design through simple random sampling technique for the present study. It shows that each sample unit from the *Significant at 0.05 level population has the chance to be selected. Therefore, the The Table 1.1 presents the difference in the researchers have used parametric statistics to analyse the image processing ability of Dyscalculic students taught data. Mean, Standard Deviation and t-test has been used by Infographic design and Traditional design. The as statistical techniques. calculated t-value is 6.31 which is significant at 0.05 level. Therefore the null hypothesis that “There will be IV. ANALYSIS AND INTERPRETATION no significant difference in image processing ability of Dyscalculic students taught by Infographic design and Objective 1: To identify the Dyscalculic Traditional design” is rejected. Therefore the result students from the regular classrooms of junior level. reveals that there exists significant difference in image 49 processing ability of Dyscalculic students taught by The Following Table 1.3 presents the difference in Infographic design and Traditional design. The mean the image processing ability between rural and urban value of image processing ability of Dyscalculic taught Dyscalculic students taught by Infographic design: by Infographic was found higher. It may be due to the reason that Dyscalculic students face difficulties in Table 1.3: Exhibiting Difference in the image processing process number in even simple problems of mathematics. ability between rural and urban Dyscalculic students taught In the traditional way of teaching mathematics these by Infographic design students feel bored because they are not able to compete Area N Mean S.D. T-value with the other students. Infographic design provides an interesting way of learning which present the Dyscalculic mathematical concepts in effective way. Students from 12 25.58 1.97 Objective 3: To compare the achievement Rural 0.62 motivation of Dyscalculic students taught by Dyscalculic Infographic design and Traditional design. Students from 12 25.16 2.12 The Following Table 1.2 presents the difference Urban in the achievement motivation of Dyscalculic students *Not significant at 0.05 level taught by Infographic design and Traditional design: The Table 1.3 presents the difference in the image Table 1.2: Exhibiting Difference in the achievement processing ability between rural and urban Dyscalculic motivation of Dyscalculic students taught by Infographic students taught by Infographic design. The calculated t- design and Traditional design value is 0.62 which is not significant at 0.05 level. Teaching Therefore the null hypothesis that “There will be no N Mean S.D. T-value significant difference in the image processing ability Approaches between rural and urban Dyscalculic students taught by Dyscalculic Infographic design” is accepted. Therefore the result Students taught 24 89.04 17.66 reveals that there is no significant difference in image by Infographic Design processing ability between rural and urban Dyscalculic 2.48 students taught by Infographic design. Dyscalculic Students taught Objective 5: to compare the achievement 24 51.24 9.99 by Traditional motivation between rural and urban Dyscalculic Design students taught by Infographic design. *Significant at 0.05 level The Following Table 1.4 indicates the difference in achievement motivation between rural and urban The Table 1.2 presents the difference in the Dyscalculic students taught by Infographic design: achievement motivation of Dyscalculic students taught by Infographic design and Traditional design. The Table 1.4: Exhibiting Difference in achievement motivation calculated t-value is 2.48 which is significant at 0.05 between rural and urban Dyscalculic students taught by level. Therefore the null hypothesis that “There will be Infographic design no significant difference in achievement motivation of Dyscalculic students taught by Infographic design and Area N Mean S.D. T-value Traditional design” is rejected. Therefore the result Dyscalculic reveals that there exists significant difference in Students from 12 92.75 17.84 achievement motivation of Dyscalculic students taught Rural by Infographic design and Traditional design. The mean 0.40 Dyscalculic value of achievement motivation of Dyscalculic students Students from 12 86.58 17.89 taught by Infographic design was found greater than Urban other group. As Dyscalculic students present themselves *Not significant at 0.05 level with the difficulties in number processing and feel complexity in comprehending simple numeral concepts The Table 1.4 presents the difference in the of lower class. They generally feel less confidence in achievement motivation between rural and urban solving the mathematical problems and not expect much Dyscalculic students taught by Infographic design. The with him/herself. In Infographic design they get the calculated t-value is 0.40 which is not significant at 0.05 opportunity to take learning as fun. As soon as they get level. Therefore the null hypothesis that “There will be familiar with the minute presentation of a single concept, no significant difference in the achievement motivation they grasp it and get motivated internally for their high between rural and urban Dyscalculic students taught by achievement. Infographic design” is accepted. Therefore the result Objective 4: To compare the image processing reveals that there is no significant difference in ability between rural and urban Dyscalculic students achievement motivation between rural and urban taught by Infographic design. Dyscalculic students taught by Infographic design. 50 Objective 6: To compare the image processing The Table 1.6 exhibits the difference in image ability between male and female Dyscalculic students processing ability between male and female Dyscalculic taught by Infographic design. students taught by Traditional design. The calculated t- The Following Table 1.5 shows the difference in value is 2.46 which is significant at 0.05 level. Therefore image processing ability between male and female the null hypothesis that “There will be no significant Dyscalculic students taught by Infographic design: difference in image processing ability between male and female Dyscalculic students taught by Traditional Table 1.5: Exhibiting Difference in the image processing design” is rejected. Therefore the result reveals that there ability between male and female Dyscalculic students is significant difference in image processing ability taught by Infographic design between male and female Dyscalculic students taught by Traditional design. The mean value of image processing Gender N Mean S.D. T-value ability of male was found more than female in leaning mathematics through traditional design. It may be due to Male 12 27 0.85 the reason that male are generally possess the higher 2.33 spatial ability. So they get more opportunity to explore digital devices and understand visual representations of Female 12 23.75 1.42 in formations which can result in the comparatively high *Significant at 0.05 level understanding of visuals than the females. Objective 8: To compare the achievement The Table 1.5 exhibits the difference in image motivation between male and female Dyscalculic processing ability between male and female Dyscalculic students taught by Infographic design. students taught by Infographic design. The calculated t- The Following Table 1.7 exhibits the difference value is 2.33 which is significant at 0.05 level. Therefore in achievement motivation between male and female the null hypothesis that “There will be no significant Dyscalculic students taught by Infographic design: difference in image processing ability between male and female Dyscalculic students taught by Infographic Table 1.7: Exhibiting Difference in the achievement design” is rejected. Therefore the result reveals that there motivation between male and female Dyscalculic students taught by Infographic design is significant difference in image processing ability between male and female Dyscalculic students taught by Gender N Mean S.D. T-value Infographic design. The mean value of image processing ability of male was found higher than females in teaching through Infographics. It may be due to the reason that Male 12 77.33 10.64 Infographic present mathematical concepts in graphical 7.04 or visual way in place of text. Generally it is considered Female 12 102.33 13.87 that the interest of male in mathematical and spatial problems is found more than the females. If male shows *Significant at 0.05 level more interest in solving these problems then they will be able to manipulate the images presented in Infographic The Table 1.7 exhibits the difference in achievement more efficiently which can result in their high image motivation between male and female Dyscalculic processing ability. students taught by Infographic design. The calculated t- Objective 7: To compare the image processing value is 7.04 which is significant at 0.05 level. Therefore ability between male and female Dyscalculic students the null hypothesis that “There will be no significant taught by Traditional design. difference in achievement motivation between male and The Following Table 1.6 presents the difference in female Dyscalculic students taught by Infographic image processing ability between male and female design” is rejected. Therefore the result reveals that there Dyscalculic students taught by Traditional design: is significant difference in achievement motivation between male and female Dyscalculic students taught by Table 1.6: Exhibiting Difference in the image processing Infographic design. The mean value of achievement ability between male and female Dyscalculic students motivation of Dyscalculic females taught by Infographic taught by Traditional design design was found greater than the male. It may be due to the reason that the girls are usually possess more Gender N Mean S.D. T-value sincerity and concentration in their studies and in the new situations presented in front of them. In learning Male 12 9.91 1.83 mathematics through Infographic design the student get 2.46 the opportunity to develop the ability of manipulating and analyzing the images related to mathematics so Female 12 5.75 1.05 females assume to learn in more disciplined, motivated *Significant at 0.05 level manner and which can result in showing the higher achievement motivation. 51 Objective 9: To compare the achievement higher achievement motivation in both the teaching motivation between male and female Dyscalculic design and boys were found high image processing in students taught by Traditional design. both the teaching design. The Following Table 1.8 exhibits the difference Dyscalculia is defined as difficulty acquiring in achievement motivation between male and female basic arithmetic skills that is not explained by low Dyscalculic students taught by Traditional design: intelligence or inadequate schooling. These students generally present themselves with the difficulties in Table 1.8: Exhibiting Difference in the achievement number processing and feel complexity in motivation between male and female Dyscalculic students comprehending simple numeral concepts. These taught by Traditional design problems can work as a hurdle in learning mathematics by dyscalculic students. For mainstreaming these Gender N Mean S.D. T-value students with normal students, effective teaching methods should be implemented which will be helpful in Male 12 43.83 4.74 developing their image processing ability. Infographics 3.36 design work in this direction to enhance the mathematical image processing of dyscalculic and Female 12 59 8.25 minimize their problems in general concept of *Significant at 0.05 level mathematics subject. These students should be identified by parents and teacher by keen observation of their The Table 1.8 exhibits the difference in understanding in mathematics. achievement motivation between male and female The present study suggests that Dyscalculic Dyscalculic students taught by Traditional design. The students should be taught through effective Infographics calculated t-value is 3.36 which is significant at 0.05 so that they will take interest and become curious to level. Therefore the null hypothesis that “There will be learn. They focus on images, diagrams and figures which no significant difference in achievement motivation are drawn by Infographics as well as they try to analyse between male and female Dyscalculic students taught by that images. They try to solve then the mathematical Traditional design” is rejected. Therefore the result problems by their understanding ability. They learn the reveals that there is significant difference in achievement things easily and for long time. Teachers should use the motivation between male and female Dyscalculic Infographic design in their teaching to make the students taught by Traditional design. The mean value of mathematics subject easier and interesting for the achievement motivation of female Dyscalculic taught by students. traditional design of mathematics was found greater than Educational Implications male. It may be due to the reason that female are This study can be beneficial for school generally more concerned with their achievement and administration, educators and parents so that they can they receive the factors responsible for high achievement understand the needs of dyscalculic students and help in to great consideration. It can be also true for the them in improving their weakness. The researchers have Dyscalculic female which leads to the high achievement suggested following implications: motivation in them. For School Administration 1. School administration should provide financial help V. CONCLUSION to the staff for providing extra help to such type of students. In the present study, the researchers have 2. School administration should organize such studied their image processing ability and achievement activities which must be focused for dyscalculic and motivation after giving instructions with the help of academically weak students. Infographics designing and traditional designing. On the 3. Schools administration should prepare the time-table basis of results, it is found that Infographics based in which remedial programmes can be run well. teaching create interest among the dyscalculic students 4. School administration should organize workshop, for learning. The image processing ability and research programmes, conferences etc for teachers achievement motivation of Dyscalculic students is to make them updated and to learn new influenced by the Infographic design based teaching. The methodologies of teaching. Dyscalculic students from rural and urban area show For Teachers equal image processing ability and achievement 1. Teacher should use Charts, models, infographics motivation when they are taught through Infographics. based content to teach, so that the students can take Gender differences among the Dyscalculic students are interest in learning. found in image processing ability and achievement 2. Teachers should evaluate the students also with the motivation whether they are taught through Infographic help of infographics. design or traditional design. The results also support that 3. Teacher can use new and modern techniques of the image processing ability and achievement motivation teaching and learning for academically weak of dyscalulic taught by Infographic design was better students. than traditional design. It is also found that girls show 52 4. Teachers should identify the needs of every students [12] Macaruso P., Hook P. E., McCabe, R., “The efficacy of computer- based supplementary phonics programs for advancing reading of his class and give them instructions accordingly. skills in at-risk elementary students,” Journal of Research in 5. Teachers should also talk to the parents about the Reading, vol. 29(2), pp. 162–172, 2006. problems of the students. [13] Nicolson, R. I., Fawcett, A. J., Nicolson, M. K., “Evaluation of a For Parents computer-based reading intervention in infant and junior schools,” Journal of Research in Reading, vol. 23, pp. 194–209, 2000. 1. Parents are the first person who is directly related [14] Pirani, Z., Sasikumar, M., “Accommodation for Dyscalculic with the child, so they should be aware about the Children in an ELearning Environment,” International Journal of weaknesses and strengths of the child. Computer Applications, vol. 70(2), 2013. Retrieved from 2. Parents should motivate them and give positive http://research.ijcaonline.org/volume70/number2/pxc3887712.pdf. [15] Price, G. R., Ansari, D., “Dyscalculia: Characteristics, Causes, and environment for learning. Treatments,” Numeracy, vol. 6(1), 2013. Retrieved from 3. They should increase confidence among the http://scholarcommons.usf.edu/numeracy/vol6/iss1/art2 children. [16] Santha Kumari, V. R., Chamundeswari, S., “Achievement 4. 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