An examination of the effect of individualized teaching strategies on the learning outcomes of students with dyslexia in Ilorin West LGA, Kwara State.
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- NGN 5000
Background of the Study
In recent years, individualized teaching strategies have become increasingly important in addressing the diverse learning needs of students, particularly those diagnosed with dyslexia. Dyslexia, a common learning disability, affects reading fluency, decoding skills, and comprehension. In educational settings within Ilorin West LGA, Kwara State, the adoption of individualized teaching strategies has been recognized as a potential means of improving learning outcomes for dyslexic students. Research indicates that when educators tailor instructional approaches to meet the unique cognitive and linguistic profiles of dyslexic learners, significant gains in academic performance are observed (Adeola, 2023). Moreover, recent studies have demonstrated that multisensory and differentiated instructional methods enable students with dyslexia to process information more effectively, thereby enhancing their overall learning experience (Bello, 2024). The integration of individualized teaching methods is not merely a pedagogical adjustment but a comprehensive approach that involves curriculum modifications, teacher training, and active involvement of parents and community stakeholders (Chukwu, 2023). In the context of Ilorin West LGA, socio-cultural factors and resource limitations have historically posed challenges to educational equity; however, the implementation of personalized teaching strategies has shown promising results. Teachers who are trained in specialized instructional methods have reported improved student engagement, increased self-confidence among learners, and better academic achievement (Ogunleye, 2025). Despite these advances, there remains a gap in systematic research that examines the direct effects of these individualized strategies on the learning outcomes of students with dyslexia in the region. Understanding these dynamics is crucial, as the success of such interventions can inform broader educational policies and support structures (Ibrahim, 2024). Furthermore, the evolving educational landscape, characterized by rapid technological integration and innovative teaching practices, necessitates an empirical investigation into the efficacy of these individualized approaches. The study aims to explore the extent to which tailored teaching strategies can address the specific challenges faced by dyslexic students, thereby contributing to improved reading, writing, and comprehension skills. By situating this inquiry within the local context, the research seeks to highlight best practices and identify potential areas for policy intervention, all while considering the interplay between teacher preparedness, resource availability, and student engagement (Ogunleye, 2025).
Statement of the Problem
Despite the growing recognition of individualized teaching strategies as effective interventions for students with dyslexia, there remains a significant gap in research specifically addressing their impact on learning outcomes within Ilorin West LGA. Many educators continue to rely on traditional, one-size-fits-all instructional methods, which often fail to meet the unique needs of dyslexic learners. This disconnect has resulted in suboptimal academic performance, low self-esteem, and increased dropout rates among affected students (Johnson, 2023). While anecdotal evidence suggests improvements through personalized approaches, there is a lack of comprehensive empirical data that rigorously examines the relationship between individualized teaching and academic success in the local context (Adeyemi, 2024). Resource constraints, limited teacher training, and inadequate support systems further compound the issue, making it difficult for schools to implement these strategies effectively (Olatunji, 2023). The absence of targeted studies has left policymakers without clear guidance on how best to support dyslexic students, perpetuating a cycle of educational disadvantage. In light of these challenges, this study seeks to systematically investigate how individualized teaching strategies can be optimized to improve the learning outcomes of students with dyslexia. The research will focus on key variables such as teacher competency, instructional resources, and student engagement, offering actionable insights that can bridge the gap between theory and practice (Adams, 2025).
Objectives of the Study:
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To determine the impact of individualized teaching strategies on the reading and writing skills of students with dyslexia.
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To assess teacher preparedness and resource availability in implementing these strategies.
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To identify best practices and challenges in the adoption of individualized approaches within the local context.
Research Questions:
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How do individualized teaching strategies affect the academic performance of students with dyslexia in Ilorin West LGA?
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What are the perceptions of teachers and parents regarding the effectiveness of these strategies?
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What challenges impede the successful implementation of individualized teaching methods in local schools?
Research Hypotheses:
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There is a significant positive relationship between individualized teaching strategies and improved learning outcomes among dyslexic students.
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Teacher preparedness and resource availability significantly influence the effectiveness of individualized teaching approaches.
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The integration of personalized instructional methods reduces academic difficulties associated with dyslexia.
Significance of the Study
This study is significant as it provides empirical evidence on the efficacy of individualized teaching strategies for students with dyslexia in Ilorin West LGA, contributing to the development of targeted educational interventions. The findings offer critical insights for educators, policymakers, and stakeholders, supporting efforts to enhance teacher training and resource allocation. Ultimately, this research promotes inclusive education by addressing learning disparities and fostering a supportive learning environment for dyslexic students (Okoro, 2024).
Scope and Limitations of the Study:
This study is limited to examining the effect of individualized teaching strategies on students with dyslexia in selected schools within Ilorin West LGA, Kwara State. It focuses solely on dyslexia-related learning outcomes, excluding other learning disabilities. The research is confined to the local context and does not account for external socio-economic variables that might influence the results.
Definitions of Terms:
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Individualized Teaching Strategies: Customized instructional methods tailored to meet the unique learning needs of students.
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Dyslexia: A learning disability characterized by difficulties with accurate or fluent word recognition and decoding.
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Learning Outcomes: Measurable educational achievements and academic performance indicators.
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