Factors Affecting Slow Learners in Math: A Case Study in a Community School

Abstract

With an emphasis on a case study carried out at a community school, this research piece
examines the difficulties encountered by slow arithmetic learners. Students with IQs
below average are known as slow learners, and they frequently face scholastic challenges
as a result of a confluence of emotional, environmental, and psychological variables.
Using a qualitative research methodology, this study examines secondary source data
and case studies to pinpoint the main reasons why students struggle with mathematics
and assess potential remedial measures. A review of previous research, case studies,
teacher, parent, and peer group interviews, as well as firsthand observations of classroom
dynamics, are all part of the process. Results show that constant evaluation, positive
reinforcement, and specialized teaching methods greatly help slow learners. Addressing
sluggish learning also requires teacher preparation and parental involvement. To meet a
range of learning requirements, recommendations include integrating technology-based
resources, creating supportive learning environments, and providing tailored training.
This study adds to the current conversation about inclusive education by emphasizing
workable ways to help delayed learners succeed academically.