Assessing the Impact of Experiential Learning with Collaborative Teaching on Mathematics Achievement of Deaf Learners in Non-Inclusive Classrooms
DOI:
https://doi.org/10.46328/ijofes.5306Keywords:
Experiential learning, Collaborative teaching, Deaf learners, Mathematics achievement, ANCOVA, Non-inclusive classroomsAbstract
This quasi-experimental study evaluated the impact of experiential learning with collaborative teaching strategies on the deaf students' mathematics achievement in exclusionary classroom settings. Using an ANCOVA statistical model, the study contrasted post-test outcomes for 54 deaf students equally divided into an experimental (n = 27) taught with experiential-collaborative techniques and a control group (n = 27) taught with traditional instruction, controlling for pre-test performance. Analysis revealed that there was a statistically significant difference in post-test mathematics performance between the groups, F(1, 51) = 22.426, p < 0.001, with a large effect (partial η² = 0.305). The experimental group significantly scored higher on the adjusted mean post-test score (M = 26.38, SE = 1.06) compared to the control group (M = 19.17, SE = 1.06), with a mean difference of 7.21 (p < 0.001). These findings verify the effectiveness of experiential learning combined with cooperative instruction to enhance mathematical achievement in deaf students in specialized (non-inclusive) education environments. The results have strong implications for planning and delivery of instruction in approaches responding to deaf students' unique learning needs.
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