STRATEGIES TO IMPROVE STUDENT PERFORMANCE IN STUDENTS WITH SPECIAL NEEDS IN TECHNOLOGY AND LIVELIHOOD EDUCATION

NAYRE, JONATHAN M. FLORES, GINA G.

Completed 2025

ABSTRACT

This study investigates the effectiveness of microlearning strategies in enhancing the performance of Grade 8 students with sensory disabilities in Technology and Livelihood Education (TLE). A cohort of six students, all aged 15–16 and diagnosed with sensory impairments, participated in the study. The research employed a mixed-methods approach, combining pre- and post-assessments with qualitative feedback from both students and teachers. The findings indicate that microlearning significantly improved student performance, with mean scores increasing from 23.17 in the pre-test to 36.83 in the post-test (p < 0.001). Both students and teachers perceived microlearning positively across various aspects, including clarity of objectives, instructional design, engagement, application, and integration. However, students consistently rated these aspects higher than teachers, suggesting a perception gap that warrants further exploration. Challenges identified in implementing microlearning included difficulties in adapting complex TLE content into concise modules, varying levels of digital literacy among teachers, and limited access to technology among students. Despite these challenges, microlearning strategies, when tailored with assistive technologies, were found to enhance comprehension, retention, and skill mastery among students with sensory disabilities. The study concludes that integrating microlearning into TLE can lead to more inclusive and effective learning experiences for students with special needs.