Unlocking Potential: Comparing collaborative and Traditional Learning Methods for Students with Learning Disabilities in Special Education Classrooms
Learning disabilities present significant challenges in educational settings, with traditional teaching methods often failing to fully engage affected students. This study examines the effectiveness of collaborative learning versus traditional class learning for students with learning disabilities i...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125002499 |
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| Summary: | Learning disabilities present significant challenges in educational settings, with traditional teaching methods often failing to fully engage affected students. This study examines the effectiveness of collaborative learning versus traditional class learning for students with learning disabilities in a special education setting, building on research suggesting the potential benefits of peer-mediated learning approaches. Using a mixed-methods approach, we explored the experiences of 10 fifth-grade students across 12 Hebrew language lessons, focusing on five key dimensions: participation, enjoyment, comprehension, interest, and perceived learning. Data collection combined systematic classroom observations with a validated custom-designed questionnaire that integrated Likert-scale ratings and open-ended responses. Results showed statistically significant improvements in all dimensions with collaborative learning, with 20–25 % increases in positive responses compared to traditional class learning (p < 0.05). Qualitative data revealed benefits such as reduced anxiety and immediate peer feedback, while also identifying challenges in implementation. These findings contribute to understanding effective teaching strategies for students with learning disabilities, highlighting collaborative learning's potential while emphasizing the need for careful implementation. |
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| ISSN: | 2590-2911 |