Learner Engagement, Learning Adversities and Academic Achievements of Learners with Disabilities as Perceived by Teachers: A Mediating Analysis
Rolando S. Vigor *
Master of Arts in Education - Special Education, Holy Cross of Davao College, Sta. Ana Avenue, Davao City, Philippines and Jose Maria College Foundation Inc. – Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Low academic achievement among learners with disabilities is a global problem. This study aims to determine the mediating effects of learner engagement on the correlation between learning adversities and the academic achievements of learners with disabilities. Using the descriptive correlation design with the application of mediation analysis, the data were obtained from 240 respondents who were selected through stratified sampling. Results revealed that learners’ engagement fully mediated the correlation between learning adversities and the academic achievements of learners with disabilities. These results affirmed Garmezy’s Resilience Theory, which posits that resilience involves three connected components: adversity, outcomes, and mediating factors, wherein the central focus is on the mediating processes. It was highly recommended that people in the academe apply qualitative analysis to explore engagement and its indicators through a different lens.
Keywords: Learner engagement, learning adversities, academic achievements of learners with disabilities, mediating effects of learner engagement