Visual Learning Performance of Learners with Special Needs in Cebu, Philippines

Gengen G. Padillo; John Ericson G. Mabunga; Leonardo Jr. M. Diosana; Annie S. Cailing; Honorio C. Añora; Ramil P. Manguilimotan

doi:10.18535/ijsrm/v13i04.el03

Abstract

This study assessed the visual learning performance of Grade 1 and 2 learners in three SpEd Centers in Cebu during the school year 2018-2019 as a basis for classroom learning materials. A mixed method of research was used to gather quantitative data through a survey questionnaire and qualitative data through an interview. A total of 48 respondents were selected through purposive sampling technique. Gathered data were treated using frequency and percentage, weighted mean, chi-square test of independence, ANOVA and thematic analysis. Results showed that majority of the respondents were from 7-8 years old dominated by females, with parents who worked as vendors with the combined family monthly income from Php7,890-Php15,780. Moreover, the level of visual learning performance of the learners was satisfactory. Data further showed that visual memory had the significant relationship with the age, visual spatial relation had the significant relationship with the gender, and figure ground had the significant relationship with the gender and occupation. In contrary, visual memory and visual discrimination had no significant relationship to any of the profile variables. Only gender showed significant difference in the seven dimensions of visual learning performance of the learners when grouped by their profile. The problems encountered by the teachers include identifying figures, numbers, letters, and some colors in the wheel charts, counting numbers, sequencing patterns, pronunciation, reading and writing. It is recommended that the classroom learning materials be adopted to guide teachers and parents in supporting the learners in school and at home.

Keywords

Special Educationvisual learningquantitative-qualitative researchCebuPhilippines

References

Babayiğit, S., & Shapiro, L. (2020). Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading, 43(1), 78–97. https://doi.org/10.1111/1467-9817.12291DOI ↗Google Scholar ↗
Bai, Y., Ladd, H. F., Muschkin, C. G., & Dodge, K. A. (2020). Long-term effects of early childhood programs through eighth grade: Do the effects fade out or grow? Children and Youth Services Review, 112, 104890.Google Scholar ↗
Battista, C., Evans, T. M., Ngoon, T. J., Chen, T., Chen, L., Kochalka, J., & Menon, V. (2018). Mechanisms of interactive specialization and emergence of functional brain circuits supporting cognitive development in children. Npj Science of Learning, 3(1), 1.Google Scholar ↗
Blums, A., Belsky, J., Grimm, K., & Chen, Z. (2017). Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement. Journal of Cognition and Development, 18(1), 16–40. https://doi.org/10.1080/15248372.2016.1228652DOI ↗Google Scholar ↗
Botha, S. (2019). The effect of a perceptual-motor intervention on the motor proficiency, letter recognition and-formation of selected Grade 1 children [PhD Thesis, Stellenbosch: Stellenbosch University]. https://scholar.sun.ac.za/handle/10019.1/106954Google Scholar ↗
Cortino, R. (2019). General self-efficacy and teacher sense of efficacy of Generation Z teacher candidates: An explanatory sequential mixed methods inquiry [PhD Thesis, Texas A&M University-Corpus Christi]. https://search.proquest.com/openview/6d16ea3292d9be159f279ccb09aa7318/1?pq-origsite=gscholar&cbl=18750&diss=yGoogle Scholar ↗
De Waal, E., Pienaar, A. E., & Coetzee, D. (2018). Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study. Perceptual and Motor Skills, 125(5), 966–988. https://doi.org/10.1177/0031512518786806DOI ↗Google Scholar ↗
Fulton, A. M., Paynter, J. M., & Trembath, D. (2017). Gender comparisons in children with ASD entering early intervention. Research in Developmental Disabilities, 68, 27–34. https://doi.org/10.1016/j.ridd.2017.07.009DOI ↗Google Scholar ↗
Galasso, E., Weber, A., & Fernald, L. C. (2019). Dynamics of child development: Analysis of a longitudinal cohort in a very low income country. The World Bank Economic Review, 33(1), 140–159.Google Scholar ↗
Gathercole, S. E., & Hitch, G. J. (2019). Developmental changes in short-term memory: A revised working memory perspective. In Theories of memory (pp. 189–209). Psychology Press. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315782119-7/developmental-changes-short-term-memory-revised-working-memory-perspective-susan-gathercole-graham-hitchDOI ↗Google Scholar ↗
Greenburg, J. E., & Winsler, A. (2020). Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly, 53, 496–506. https://doi.org/10.1016/j.ecresq.2020.06.007DOI ↗Google Scholar ↗
Groenewald, M. (2023). Readiness to identify and support learners with visual perceptual difficulties: Perceptions of early childhood educators. University of Johannesburg (South Africa). https://search.proquest.com/openview/9f3bdc0907919df7da941ea7983d85c3/1?pq-origsite=gscholar&cbl=2026366&diss=yGoogle Scholar ↗
Judd, N., Sauce, B., Wiedenhoeft, J., Tromp, J., Chaarani, B., Schliep, A., Van Noort, B., Penttilä, J., Grimmer, Y., Insensee, C., Becker, A., Banaschewski, T., Bokde, A. L. W., Quinlan, E. B., Desrivières, S., Flor, H., Grigis, A., Gowland, P., Heinz, A., … Klingberg, T. (2020). Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment. Proceedings of the National Academy of Sciences, 117(22), 12411–12418. https://doi.org/10.1073/pnas.2001228117DOI ↗Google Scholar ↗
Khamenekhi, N. (2024). Study the differences in visual perception of children with ASD and Mental Retardation considering the features of sensory integration: Master’s thesis [Master’s Thesis, б. и.]. https://elar.urfu.ru/handle/10995/138910Google Scholar ↗
Koseki, M. H. (2017). Meeting the needs of all students: Amending the idea to support special education students from low-income households. Fordham Urb. lJ, 44, 793.Google Scholar ↗
Lemieux, C. L., Collin, C. A., & Watier, N. N. (2019). Gender differences in metacognitive judgments and performance on a goal-directed wayfinding task. Journal of Cognitive Psychology, 31(4), 453–466. https://doi.org/10.1080/20445911.2019.1625905DOI ↗Google Scholar ↗
Lin, S. C., & and Gold, R. S. (2018). Assistive technology needs, functional difficulties, and services utilization and coordination of children with developmental disabilities in the United States. Assistive Technology, 30(2), 100–106. https://doi.org/10.1080/10400435.2016.1265023DOI ↗Google Scholar ↗
Liukkonen, T. (2017). The relationship between behavior problems, gender, special education status and school performance in the early grades of school.Google Scholar ↗
Lo, H.-C., & Wang, T.-H. (2024). A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children’s Cognitive and Fine Motor Development. Journal of Intelligence, 12(10), 102.Google Scholar ↗
Lundberg, S. (2020). Educational gender gaps. Southern Economic Journal, 87(2), 416–439. https://doi.org/10.1002/soej.12460DOI ↗Google Scholar ↗
Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1DOI ↗Google Scholar ↗
Martínez, M. (2022). The Development of Multisensory Perception of Temporal Amodal Information. In S. Español, M. Martínez, & F. G. Rodríguez (Eds.), Moving and Interacting in Infancy and Early Childhood (pp. 161–206). Springer International Publishing. https://doi.org/10.1007/978-3-031-08923-7_6DOI ↗Google Scholar ↗
Mizunoya, S., Mitra, S., & Yamasaki, I. (2018). Disability and school attendance in 15 low-and middle-income countries. World Development, 104, 388–403.Google Scholar ↗
Orihuela, S. M., Collins, B. C., Spriggs, A. D., & Kleinert, H. (2019). An Instructional Package for Teaching Geometric Shapes to Elementary Students with Moderate Intellectual Disability. Journal of Behavioral Education, 28(2), 169–186. https://doi.org/10.1007/s10864-018-09314-5DOI ↗Google Scholar ↗
Yan, L., Whitelock‐Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study. British Journal of Educational Technology, 52(5), 2038–2057. https://doi.org/10.1111/bjet.13102DOI ↗Google Scholar ↗

[refR-1] Babayiğit, S., & Shapiro, L. (2020). Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading, 43(1), 78–97. https://doi.org/10.1111/1467-9817.12291DOI ↗Google Scholar ↗

[refR-2] Bai, Y., Ladd, H. F., Muschkin, C. G., & Dodge, K. A. (2020). Long-term effects of early childhood programs through eighth grade: Do the effects fade out or grow? Children and Youth Services Review, 112, 104890.Google Scholar ↗

[refR-3] Battista, C., Evans, T. M., Ngoon, T. J., Chen, T., Chen, L., Kochalka, J., & Menon, V. (2018). Mechanisms of interactive specialization and emergence of functional brain circuits supporting cognitive development in children. Npj Science of Learning, 3(1), 1.Google Scholar ↗

[refR-4] Blums, A., Belsky, J., Grimm, K., & Chen, Z. (2017). Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement. Journal of Cognition and Development, 18(1), 16–40. https://doi.org/10.1080/15248372.2016.1228652DOI ↗Google Scholar ↗

[refR-5] Botha, S. (2019). The effect of a perceptual-motor intervention on the motor proficiency, letter recognition and-formation of selected Grade 1 children [PhD Thesis, Stellenbosch: Stellenbosch University]. https://scholar.sun.ac.za/handle/10019.1/106954Google Scholar ↗

[refR-6] Cortino, R. (2019). General self-efficacy and teacher sense of efficacy of Generation Z teacher candidates: An explanatory sequential mixed methods inquiry [PhD Thesis, Texas A&M University-Corpus Christi]. https://search.proquest.com/openview/6d16ea3292d9be159f279ccb09aa7318/1?pq-origsite=gscholar&cbl=18750&diss=yGoogle Scholar ↗

[refR-7] De Waal, E., Pienaar, A. E., & Coetzee, D. (2018). Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study. Perceptual and Motor Skills, 125(5), 966–988. https://doi.org/10.1177/0031512518786806DOI ↗Google Scholar ↗

[refR-8] Fulton, A. M., Paynter, J. M., & Trembath, D. (2017). Gender comparisons in children with ASD entering early intervention. Research in Developmental Disabilities, 68, 27–34. https://doi.org/10.1016/j.ridd.2017.07.009DOI ↗Google Scholar ↗

[refR-9] Galasso, E., Weber, A., & Fernald, L. C. (2019). Dynamics of child development: Analysis of a longitudinal cohort in a very low income country. The World Bank Economic Review, 33(1), 140–159.Google Scholar ↗

[refR-10] Gathercole, S. E., & Hitch, G. J. (2019). Developmental changes in short-term memory: A revised working memory perspective. In Theories of memory (pp. 189–209). Psychology Press. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315782119-7/developmental-changes-short-term-memory-revised-working-memory-perspective-susan-gathercole-graham-hitchDOI ↗Google Scholar ↗

[refR-11] Greenburg, J. E., & Winsler, A. (2020). Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly, 53, 496–506. https://doi.org/10.1016/j.ecresq.2020.06.007DOI ↗Google Scholar ↗

[refR-12] Groenewald, M. (2023). Readiness to identify and support learners with visual perceptual difficulties: Perceptions of early childhood educators. University of Johannesburg (South Africa). https://search.proquest.com/openview/9f3bdc0907919df7da941ea7983d85c3/1?pq-origsite=gscholar&cbl=2026366&diss=yGoogle Scholar ↗

[refR-13] Judd, N., Sauce, B., Wiedenhoeft, J., Tromp, J., Chaarani, B., Schliep, A., Van Noort, B., Penttilä, J., Grimmer, Y., Insensee, C., Becker, A., Banaschewski, T., Bokde, A. L. W., Quinlan, E. B., Desrivières, S., Flor, H., Grigis, A., Gowland, P., Heinz, A., … Klingberg, T. (2020). Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment. Proceedings of the National Academy of Sciences, 117(22), 12411–12418. https://doi.org/10.1073/pnas.2001228117DOI ↗Google Scholar ↗

[refR-14] Khamenekhi, N. (2024). Study the differences in visual perception of children with ASD and Mental Retardation considering the features of sensory integration: Master’s thesis [Master’s Thesis, б. и.]. https://elar.urfu.ru/handle/10995/138910Google Scholar ↗

[refR-15] Koseki, M. H. (2017). Meeting the needs of all students: Amending the idea to support special education students from low-income households. Fordham Urb. lJ, 44, 793.Google Scholar ↗

[refR-16] Lemieux, C. L., Collin, C. A., & Watier, N. N. (2019). Gender differences in metacognitive judgments and performance on a goal-directed wayfinding task. Journal of Cognitive Psychology, 31(4), 453–466. https://doi.org/10.1080/20445911.2019.1625905DOI ↗Google Scholar ↗

[refR-17] Lin, S. C., & and Gold, R. S. (2018). Assistive technology needs, functional difficulties, and services utilization and coordination of children with developmental disabilities in the United States. Assistive Technology, 30(2), 100–106. https://doi.org/10.1080/10400435.2016.1265023DOI ↗Google Scholar ↗

[refR-18] Liukkonen, T. (2017). The relationship between behavior problems, gender, special education status and school performance in the early grades of school.Google Scholar ↗

[refR-19] Lo, H.-C., & Wang, T.-H. (2024). A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children’s Cognitive and Fine Motor Development. Journal of Intelligence, 12(10), 102.Google Scholar ↗

[refR-20] Lundberg, S. (2020). Educational gender gaps. Southern Economic Journal, 87(2), 416–439. https://doi.org/10.1002/soej.12460DOI ↗Google Scholar ↗

[refR-21] Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1DOI ↗Google Scholar ↗

[refR-22] Martínez, M. (2022). The Development of Multisensory Perception of Temporal Amodal Information. In S. Español, M. Martínez, & F. G. Rodríguez (Eds.), Moving and Interacting in Infancy and Early Childhood (pp. 161–206). Springer International Publishing. https://doi.org/10.1007/978-3-031-08923-7_6DOI ↗Google Scholar ↗

[refR-23] Mizunoya, S., Mitra, S., & Yamasaki, I. (2018). Disability and school attendance in 15 low-and middle-income countries. World Development, 104, 388–403.Google Scholar ↗

[refR-24] Orihuela, S. M., Collins, B. C., Spriggs, A. D., & Kleinert, H. (2019). An Instructional Package for Teaching Geometric Shapes to Elementary Students with Moderate Intellectual Disability. Journal of Behavioral Education, 28(2), 169–186. https://doi.org/10.1007/s10864-018-09314-5DOI ↗Google Scholar ↗

[refR-25] Yan, L., Whitelock‐Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study. British Journal of Educational Technology, 52(5), 2038–2057. https://doi.org/10.1111/bjet.13102DOI ↗Google Scholar ↗