Teacher Support and Its Effect on the Development of Motor Abilities by Pupils with Dyspraxia in Primary Schools in Fako Division of the South West Region of Cameroon

Patrick Fonyuy Shey


The present study examined the effect of teacher support on the development of motor abilities by pupils with dyspraxia. Two specific objectives that centred on tutoring sessions and supplemental training were formulated to guide the study. The sample of the study was made up of twelve pupils in class three and twelve in class four selected from Catholic School (CS) Mutengene in Tiko Sub Division and Cameroon Baptist Convention (CBC) School Great Soppo in Buea Sub Division, Fako Division of the South West Region of Cameroon. Two teachers from each school also took part in this study. A motor ability test was administered to the intervention as well as the control group in order to measure the pupil’s abilities in relation to gross and fine motor skills. Based on comparative pre-test and post-test design with non-randomized experimental and control groups, the results of the study revealed that teacher support had a significant effect on the development of motor abilities by children with dyspraxia. Inadequate teacher support for pupils with dyspraxia was seen to have negative effects on the development of motor skills by children with dyspraxia; hence teachers should use more of enactive instructional strategies when dealing with dyspraxic learners. The schools should also have an all enriching environment for pupils to explore and fully develop their motor skills.

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DOI: https://doi.org/10.22158/elsr.v1n1p81


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