Prevalence of Students with Learning Difficulties in Basic Arithmetic Operations in the Subject of Mathematics at the Elementary Level in Saudi Arabia

Abstract

This study investigates the prevalence of learning difficulty in simple arithmetic operations among elementary-level Saudi Arabian students. Through a quantitative descriptive study, 320 responses were collected through simple random sampling from randomly selected teachers from state and private schools. A validated and reliable self-constructed questionnaire provided information regarding students' difficulty in executing simple arithmetic operations of addition, subtraction, multiplication, and division. The findings showed that the rate of arithmetic problems was very high and was not favorable for the learning outcomes and moods of the students. The findings also showed that qualifications, experience in years, and location had a significant effect on the perceptions of the learning problem by the teachers. The research is important in highlighting awareness on some interventions like specialist teacher training, differentiated instruction, and fair allocation of resources, especially in rural settings. The study has implications for teachers, policymakers, and curriculum developers as they strive to align Saudi Arabia's educational practice with the goals of Saudi Arabia's Vision 2030. Finally, it helps enhance the teaching of mathematics and inclusive learning environments that support the diverse needs of elementary students.