Effect of handedness on learning speed of children living with physical disability

Abstract

This study investigated the effect of handedness on speed of learning among children living with physical disability. Specifically, the focus of the study was on those with hearing impairment. Cross- sectional design was adopted and purposive sampling technique was used to obtain participants (N = 15). Fourteen of the participants were identified as right-handers and 1 was a left-hander using Edinburgh Handedness Inventory. Ten minutes was used to teach them the intended stimulus and 60 seconds was allotted for individual responses. Speed (time) was measured in seconds. Data was analysed using t-test and analysis of variance. Results showed that right handers committed did not commit more errors than left-handed persons. On accuracy, the left hander did not perform better. Handedness had a significant effect on speed of learning, F(1,14) = = 5.58, p<0.05. The left hander had a faster speed of learning than the right-handed participants. Discussion and conclusions were made based on the findings obtained and suggestions for further studies were made especially as there were fewer participants in this study.