Impact of learning difficulties on moroccan students academic achievement

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Published Oct 31, 2016
DOI https://doi.org/10.18844/ijlt.v8i4.597

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Fatima Zahra SOUBHI
* Fatima Zahra SOUBHI. Tel.:+ 00212619641193. E-mail address: [email protected] University Hassan II Mohammedia-Casablanca, Morocco; Observatory of Research in Didactics and University Pedagogy (ORDIPU).
Laurent LIMA
University Pierre Mendès France Grenoble 2, France
Mohammed TALBI
University Hassan II Mohammedia-Casablanca, Morocco; Observatory of Research in Didactics and University Pedagogy (ORDIPU).
Noureddine KNOUZI
University Hassan II Mohammedia-Casablanca, Morocco; Observatory of Research in Didactics and University Pedagogy (ORDIPU).
Bouzekri TOURI
University Hassan II Mohammedia-Casablanca, Morocco; Observatory of Research in Didactics and University Pedagogy (ORDIPU).

Abstract

The purpose of this study was to explore the effects of hearing, voice disorder, stuttering and dyslexia on the academic performance, the feeling of social rejection, self-confidence of hard science major students in universities in Morocco. 229 students belonging to the University Hassan II Mohammedia –Casablanca representing a biology college and an engineering school participated in the survey. The average age of students is 22 years and suffers no physical or mental disability. Our results indicate that these disorders are related to low self-confidence, developed the feeling of social rejection and this considered major difficulties for success in studies. The majority of students say that they encountered difficulties to continue their studies, which suggests that the disorder leads to a form of academic failure.

 

Keywords:   Communication disorder, learning difficulties, academic performance, self- confidence

 

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Article Details

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Vol 8 No 4 (2016): October
Section
Articles
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