Preparing the Study Guides and Extensions Menu for Learners with Special Educational Needs (LSENs): Towards Tools for Independent Study
DOI:
https://doi.org/10.5281/zenodo.23435043Keywords:
differentiated instruction, extension menus, independent study, inclusive education, learners with special educational needs, study guidesAbstract
This study examined parent assessments of teachers’ practices in preparing study guides and extension menus for learners with special educational needs (LSENs), with the objective of informing tools for independent study. A descriptive survey combining correlational and comparative analyses involved 45 parent-respondents of learners at Manggahan Elementary School, General Trias, Cavite. A researcher-developed and expert-reviewed questionnaire used a four-point response scale. Frequencies, percentages, weighted means, the reported Kendall and chi-square statistics, and Kruskal–Wallis tests were used. Most respondents were female (80%) and identified as parents rather than grandparents or guardians (93%); ages 35–39 and 40–44 each comprised 27%. Parents rated teachers’ preparation of study guides (M = 3.37) and extension menus (M = 3.28) favorably, with an overall mean of 3.34 (SD = 0.47). The reported Kendall statistic was 0.0150 (χ² = 0.6757, p = .4111), indicating no statistically significant association or concordance between the two practice assessments under the stated test. Comparisons by age, sex, and family role were likewise nonsignificant (all p > .05). These findings describe favorable parent perceptions but do not establish improvements in learners’ independent-study outcomes. The study supports coordinated planning of accessible study guides and differentiated extension-menu choices, professional development in inclusive instructional design, and stronger family–school communication.
Downloads
References
Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63(1), 3–19. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. https://doi.org/10.1016/S0959-4752(96)00015-1
Bult, M. K., Verschuren, O., Jongmans, M. J., Lindeman, E., & Ketelaar, M. (2011). What influences participation in leisure activities of children and youth with physical disabilities? A systematic review. Research in Developmental Disabilities, 32(5), 1521–1529. https://doi.org/10.1016/j.ridd.2011.01.045
Calmorin, L. P., & Calmorin, M. A. (2013). Research methods and thesis writing. Rex Book Store.
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Chi, M. T. H., de Leeuw, N., Chiu, M.-H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477. https://doi.org/10.1207/s15516709cog1803_3
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Gurung, R. A. R. (2003). Pedagogical aids and student performance. Teaching of Psychology, 30(2), 92–95.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968. https://doi.org/10.1126/science.1152408
Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29–52.
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Torres, C., Farley, C. A., & Cook, B. G. (2014). A special educator’s guide to successfully implementing evidence-based practices. TEACHING Exceptional Children, 47(2), 85–93. https://doi.org/10.1177/0040059914553209
United Nations. (2006). Convention on the rights of persons with disabilities. https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
