CLASSROOM ENVIRONMENT AND LEARNING OUTCOMES OF CHILDREN WITH FINE MOTOR SKILL DEVELOPMENTAL COORDINATION DISORDER IN OSUN STATE, NIGERIA

Abstract

The study investigated classroom environment and learning outcomes of children with fine motor skill developmental coordination disorder in Osun State, Nigeria. Descriptive survey design was used to carry out this research. The study population comprised all lower primary school pupils and their teachers in Osun state. The sample size consisted 106 respondents (91 pupils and 15 teachers). Multistage sampling procedure was used to select the sample for the study. Three instruments were used to collect data for the study namely:Fine Motor Skills Questionnaire (FMSQ), Dexterity Observational Checklist (DOC) and Art and Handwriting Test (AHT). Data collected was analysed using descriptive statistics of frequency, percentages, mean and ranking. Findings on the existence of fine motor skills developmental coordination disorder indicated that illegible handwriting due to poor classroom environment was prevalent among school children with a mean value of 2.51. 
Finding on the available instructional materials as a form of classroom environment for teaching pupils with developmental coordination disorder and the quality of classroom environment indicated that the available and working materials were pencils, eraser with mean value of 1.00. Based on the findings the study recommended among others that schools should be equipped with facilities via a good classroom environment that can help children with fine motor skills developmental coordination disorder to improve their learning