The main purpose of this study was to determine the specific learning disabilities, level of self efficacy, self esteem multiple intelligences, parent and teacher’s involvement of students at risks with learning disabilities and their influence to the academic performance of high school students at risk with learning disabilities in order to design a supportive classroom environment for these children.
Table of Contents
Introduction
Theoretical Framework
Research Methodology
Research Locale
Respondents of the Study
Research Instruments
Instruments Reliability
Instruments’ Validity
Statistical Treatment
Conclusion
Recommendations
Bibliography
Research Objectives & Key Themes
This study aims to examine the relationships between self-efficacy, self-esteem, multiple intelligences, and the involvement of parents and teachers regarding high school students at risk with learning disabilities, ultimately seeking to design a supportive classroom environment for these learners.
- Impact of personal attributes (self-efficacy and self-esteem) on academic performance.
- Role of parental and teacher involvement in student success.
- Application of the Multiple Intelligences theory in special education.
- Evaluation of classroom environmental factors and instructional interventions.
- Development of a supportive framework for at-risk students with learning disabilities.
Excerpt from the Book
Introduction
The term special education refers to a variety of educational provisions for individuals who have exceptional learning needs. The advent of Special Education (SPED) in the country serves as blessings to parents who have differently-abled children. Its implementation gives hope to children and individuals with special needs to enjoy life and protect them from unfairness, prejudice and abuses (Galeos, 2008).
One of the exceptionalities which children in SPED suffers is Learning Disabilities (LD). Silver in 2008 defines learning disabilities as a neurological disorder where the brain works or is structured in such a way that it impedes the ability to receive, store, process, or produce information. Studies confirmed the greatest number of LD enrolled each year, (Villafranca 2008 and Galleos 2009) and validated by DepEd Gingoog SPED report 2011 for both elementary and secondary levels.
Gingoog City Comprehensive National High School in the Division of Gingoog City is the only secondary school accepting SPED students. The increasing number of enrollees of LD each year among other exceptionalities is so alarming that a Self- Contained classrooms are opened to address these students’ needs.
Summary of Chapters
Introduction: Provides an overview of special education and the specific challenges faced by students with learning disabilities in Gingoog City, establishing the need for the study.
Theoretical Framework: Outlines the psychological and educational theories regarding brain function, self-efficacy, self-esteem, and parental involvement that inform the study's research basis.
Research Methodology: Describes the descriptive research design, the selection of respondents, and the data gathering instruments used to evaluate the students.
Research Locale: Details the setting of the study at Gingoog City Comprehensive National High School and the existing special education programs available there.
Respondents of the Study: Identifies the demographics of the student participants, their parents, and their subject teachers involved in the research.
Research Instruments: Explains the various standardized questionnaires and assessment tools utilized to collect data on self-efficacy, self-esteem, and multiple intelligences.
Instruments Reliability: Documents the testing of the survey instruments to ensure consistency and reliability through pilot studies.
Instruments’ Validity: Details the validation process used to confirm that the research tools accurately measure the intended psychological and educational variables.
Statistical Treatment: Summarizes the quantitative methods, including frequency and weighted mean, applied to analyze the collected data.
Conclusion: Discusses the research findings, noting that while personal attributes are important, they are influenced by interventions and teacher support, challenging some conventional theories.
Recommendations: Offers practical guidance for school administrators, teachers, and parents on how to better support students with learning disabilities through improved interventions.
Bibliography: Lists the academic sources, journals, and websites referenced throughout the dissertation.
Keywords
Self-efficacy, Self-esteem, Multiple Intelligences, Accommodations, Academic Performance, Interventions, Parents Involvement, Teacher’s Support, Learning Disabilities, SPED, Student Motivation, Classroom Environment, Educational Psychology, Special Education, Cognitive Development
Frequently Asked Questions
What is the primary focus of this research?
This work focuses on identifying the school, personal, and familial factors that affect the academic performance of secondary students at risk with learning disabilities.
What are the central thematic fields covered in the study?
The core themes include student self-efficacy, self-esteem, multiple intelligences, the role of parental involvement, and the impact of teacher support on academic success.
What is the main research objective?
The goal is to analyze these factors to design and recommend a more effective and supportive classroom environment for students with learning disabilities.
Which scientific methodology does the author employ?
The study utilizes a descriptive research design, employing cross-tabulation techniques and quantitative analysis through standardized survey instruments.
What topics are discussed in the main body of the work?
The main body covers the theoretical background of learning disabilities, the specific challenges faced by students at the Gingoog City school, and an analysis of how interventions influence student outcomes.
What are the key descriptive terms for this research?
Keywords include self-efficacy, self-esteem, multiple intelligences, accommodations, academic performance, interventions, parental involvement, and teacher support.
How does this study contribute to the existing theory on self-efficacy?
The findings challenge certain aspects of Bandura's theory by suggesting that, in the context of this specific group, academic performance is more heavily influenced by targeted interventions and environmental factors than by baseline self-efficacy beliefs alone.
What practical recommendations does the author provide for educators?
The author recommends that teachers attend specialized SPED training, regularly collaborate with parents, and foster a label-free environment that celebrates the specific multiple intelligences of each student.
- Arbeit zitieren
- Susan Aparejo (Autor:in), 2015, School, Personal and Familial Factors Affecting the Academic Performance of Students At Risk with Learning Disabilities, München, GRIN Verlag, https://www.hausarbeiten.de/document/306306
