The study examined the efficacy of self-regulation empowerment training and scaffolding in managing dyscalculia among public secondary school students in Ika South Local Government Area of Delta State. Two research questions were raised with their corresponding hypotheses, and tested at a 0.05 significance level. The study was quasi-experimental with a pretest, posttest, and control group. The study utilised the 3 × 3 × 2 × 2 × 3 factorial design. It consisted of two treatments (Self-Regulation Empowerment Training and Scaffolding) and a control group, which served as the independent variables. For this study, a multistage sampling procedure was used to select 67 participants from the population of 568 in three different public secondary schools. The instrument for data collection ws the Dyscalculia Screening Scale (DSS), adapted from the Dyscalculia Screening Tool (DST). The instrument reliability was established using Cronbach Alpha statistics, and a reliability coefficient of 0.823 was obtained. Descriptive and inferential statistics were used for data analysis. The results revealed no significant difference in the pretest dyscalculia mean scores of students in the treatment and control groups. It was found that Self-Regulation Empowerment Training and Scaffolding were efficacious in managing dyscalculia among secondary school students.

University of Benin Faculty of Education Department of Educational Evaluation and Counselling Psychology Benin City Nigeria

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