Determinants of Academic Achievement in Special Education Environments
Janice Payod, Lilibeth Pinili, Randy Mangubat
Abstract
This study examines how teacher expertise and training influence the academic performance of students with special needs, focusing on specialized knowledge, skills in special education, and collaborative practices. The findings show that teachers have strong expertise in special education, receiving high ratings across various areas, particularly in understanding and applying appropriate assessment methods for students with disabilities. Teachers were also positively evaluated for using evidence-based practices and individualized instructional strategies, reflecting their solid knowledge and practical skills in supporting students with special needs. Moreover, their communication and collaboration abilities were rated highly, indicating effective partnerships with special education staff, parents, and general education teachers. Despite these positive evaluations, an analysis of students' academic performance in English, Mathematics, and Science showed only satisfactory outcomes, with average grades of approximately 85 in Mathematics and Science. No significant relationship was found between teacher expertise, professional development, and collaboration and students’ academic performance in these subjects, as statistical analysis revealed low r-values and non-significant p-values (p > 0.05). This suggests that while teachers possess the necessary skills and knowledge, other factors may have a more substantial influence on student performance.
https://doi.org/10.22053/wjher.4.4
Keywords
Special Education, Academic performance, English, Mathematics, Science performance
full textpdf
Journal: World Journal on Education and Humanities Research
Volume (Issue): 4(3)
DOI: https://doi.org/10.22052/wjher.4.4
Pages: 1-10Published: 10-22-2024Copyright: Copyright (c) 2024 Janice Payod, Lilibeth Pinili, Randy MangubatOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CitePayod, J., Pinili, L., Mangubat, R. (2024). Determinants of Academic Achievement in Special Education Environments. World Journal on Education and Humanities Research, 4(4),11-20. https://doi.org/10.22053/wjher.4.4
How to CitePayod, J., Pinili, L., Mangubat, R. (2024). Determinants of Academic Achievement in Special Education Environments. World Journal on Education and Humanities Research, 4(4),11-20. https://doi.org/10.22053/wjher.4.4
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