“Effectiveness of Explicit Teaching and Integration Approaches on the Academic Performance of Learners with Learning Disabilities in Caraga North District”

Abstract

This study examined the effectiveness of explicit teaching and integration approaches on the academic performance of learners with learning disabilities (LD) in Caraga North District. Using a quantitative quasi-experimental research design, the study involved 60 purposively selected learners identified with learning disabilities from selected schools. Data were collected through pretest and posttest assessments in reading, writing, and mathematics, and were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (paired-sample t-tests and independent-sample t-tests).
Findings revealed that both instructional approaches significantly improved learners’ academic performance. However, explicit teaching demonstrated slightly higher gains, with large effect sizes, indicating its strong effectiveness in enhancing structured learning outcomes. The integration approach also yielded significant improvements, particularly in promoting learner engagement and participation. Comparative analysis showed statistically significant differences favoring explicit teaching across all academic areas.
The study concludes that while both approaches are effective, explicit teaching serves as a more powerful strategy for improving academic performance, especially when combined with integration techniques. It is recommended that teachers receive regular training in evidence-based instructional strategies, and that schools ensure the availability of adequate instructional materials and manageable class sizes to support inclusive education. Future studies are encouraged to expand the sample size, include additional variables, and provide further empirical evidence to strengthen the generalizability of findings.