Effectiveness of Remedial Instructional Program in Enhancing Performance in Algebraic Expressions and Identities Among Grade VIII Students with Mathematical Learning Disability

The present study examined the effectiveness of a remedial instructional programme in improving the performance of Grade VIII students with Mathematical Learning Disability in Algebraic Expressions and Identities. A Mathematics Diagnostic Test was developed and administered as a pre-test to identify criterion-wise difficulties and error patterns. Based on the diagnostic findings, a structured, criterion-based remedial instructional programme was implemented. The same diagnostic test was administered as a post-test to assess improvement. The results indicated a substantial reduction in difficulties and errors after the remedial intervention. Statistical analysis using Wilcoxon’s Signed Rank Test revealed a significant difference between pre-test and post-test performance at the 0.01 level. The findings confirm that diagnostic assessment followed by targeted remedial instruction is effective in enhancing algebraic understanding among students with Mathematical Learning Disability.