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The study uses 5th-class learners as the population and applies simple random sampling to form the sample. Reliability is assessed via Cronbach’s alpha, yielding 0.87. Concurrent validity is examined using Pearson correlation, producing 0.91, and results show a significant difference between low and high achievers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/validation-of-screening-checklist-for-learning-difficulties-in-mathematics-research-article-primary-level/595848/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/validation-of-screening-checklist-for-learning-difficulties-in-mathematics-research-article-primary-level/595848.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the screening checklist aim to do in this study?","Question",{"text":112,"@type":113},"It is designed to identify students with learning difficulties in mathematics at the primary level and to be validated for use in public schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was reliability of the checklist measured?",{"text":117,"@type":113},"Reliability was measured using Cronbach’s alpha reliability coefficient, reported as 0.87.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence supports the checklist’s concurrent validity?",{"text":121,"@type":113},"Concurrent validity was evaluated with the Pearson correlation coefficient, reported as 0.91.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595848,1792931460,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Validation of Screening Checklist for Learning Difficulties in Mathematics  \nMuhammad Javed Aftab *, Tariq Mehmood Khan** and Tariq Hussain**  \nAbstract  \nThis research aimed to validate the screening checklist for the students with learning difficulties in the subject of mathematics at primary level in the public schools. Students of the 5th class constituted the population for the study. Simple random sampling technique was used to select the sample from population. Cronbach’s Aplha Reliability of the screening checklist was .87. Pearson correlation coefficient for the concurrent validity was .91. There was a significant difference among the low and high achievers.  \nKeywords: Learning difficulties, screening checklist, concurrent validity, content validity, reliability  \n*PhD Scholar, Teacher Educator, Directorate of Staff Development Punjab, Wahdat Road, Lahore. [Email: mjavedaftab@gmail.com](Email: mjavedaftab@gmail.com)  \n**Assistant Professor, Institute of Education & Research, University of the Punjab, Quaid-e-Azam  \nCampus, Lahore, Pakistan. Email: [drtariq@dr.com](drtariq@dr.com)  \n**Assistant Professor, Department of Technology Education, Institute of Education and Research,  \nUniversity of the Punjab, Lahore Pakistan. Email: [tariqedu71@yahoo.com](tariqedu71@yahoo.com)  \nIntroduction  \nAccording to National Health and Medical Research Council (NHMRC) Learning disabilities are lifelong and persistent, and do not respond eagerly to rigorous educational intervention; but learning difficulties are caused from specific reasons, such as emotional, educational, enviornmental, or physical factors. Learning difficulties are not an indication of intelligence level, but these show that student may face difficulty in the same way as others do ([https://www.nhmrc.gov.au/](https://www.nhmrc.gov.au/)).  \nLearning difficulties are responsive to rigorous educational interventions while the learning disabilities are lifetime conditions which are extremely sturdy to educational interventions (Westwood, 2014) . Even with rigorous proven educational interventions, abilities do not progress rapidly or considerably. If a student has universal learning problems then s/he will find all features of understanding and learning difficult nevertheless of what kind of pedagogy and method of teaching is used (Patel, 2002) . This kind of students may be named as slow learners. Such a student may get a low score on Intelligent Quotient tests or other kinds of assessments of learning (Dowker, 2005) .  \nSome children have “specific learning difficulties” meaning that merely certain characteristics of psychological processes are challenging. These students are often reasonably bright, but from time to time misinterpreted and misguided for being lazy or careless, when in fact they are compensating for some type of sensory processing style (Atkins, 1999) .  \nThe objective of this research study was to develop and validate the screening checklist for the children with learning difficulties (LDs) in the subject of Mathematics at primary level in the province of Punjab in Pakistan.  \nIn Pakistan there is a dire need to conduct such type of the studies because there is no such systematic and the in depth study to deal with the kind of the problems of learning difficulties.  \nReview of Related Literature  \nThis section of the study contains the definition of learning difficulties, prevalence, validity and the reliability.  \n“Formal learning of mathematics is often far away from smooth process of learning and understanding” (Ginsberg, 2011, p.23) . In the same way that human children appear to be biological preprogrammed to acquire language very rapidly and easily in the preschool years, so it too seems they are pre-programmed with the capacity to deal with quantitative features of their environment (Geary, 2000; Wynn, 1998) .  \nA great deal of informal learning of number concepts and skills begins at avery early age, supported in a variety of natural ways by","cbCait6aQU55rRqT","https://ap.wps.com/l/cbCait6aQU55rRqT","pdf",66577,"English","# Introduction\n## Objective of the Study\n# Review of Related Literature\n## Definition, Prevalence, Validity, and Reliability\n# Abstract\n## Aims and Key Psychometric Results","[{\"question\":\"What does the screening checklist aim to do in this study?\",\"answer\":\"It is designed to identify students with learning difficulties in mathematics at the primary level and to be validated for use in public schools.\"},{\"question\":\"How was reliability of the checklist measured?\",\"answer\":\"Reliability was measured using Cronbach’s alpha reliability coefficient, reported as 0.87.\"},{\"question\":\"What evidence supports the checklist’s concurrent validity?\",\"answer\":\"Concurrent validity was evaluated with the Pearson correlation coefficient, reported as 0.91.\"}]","Validation of Screening Checklist for Learning Difficulties in Mathematics - Research Article - Primary Level | PDF",1792081978]