Effectiveness of AI-Enhanced Teaching Methods for Students with Learning Disabilities in Selected Schools in Antipolo Rizal: Bases for a Proposed Training Program for AI-Enhanced Integration Program
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examined the effectiveness of AI-enhanced teaching methods compared to traditional instructional strategies for students with learning disabilities in selected Special Education (SPED) schools in Antipolo City. Utilizing a mixed-method research design, the study combined quantitative data from surveys with qualitative insights from semi-structured interviews. A total of 30 SPED teachers and administrators participated in the quantitative phase, while 8 respondents provided in-depth qualitative data. The research instrument designed for this study was a comprehensive tool to assess SPED teachers' perceptions of the effectiveness of traditional and AI-enhanced teaching methods for students with learning disabilities. It was divided into three main sections to ensure detailed and structured data collection while accommodating both quantitative and qualitative insights. The instrument was tailored to capture demographic details, perceptions, and reflections of SPED teachers, facilitating a comparative analysis of teaching approaches. To complement the quantitative data, the research instrument included a semi-structured interview guide designed to explore the qualitative experiences and reflections of SPED teachers. Questions delved into the strengths, limitations, challenges, and advantages of both traditional and AI-enhanced methods, encouraging respondents to share detailed insights. Findings indicated that while traditional methods were effective in fostering structured learning environments, they exhibited limitations in engagement and adaptability. In contrast, AI-enhanced methods offered significant improvements in multimedia integration, cognitive load management, and adaptive learning but faced challenges in digital literacy and maintaining emotional connections between teachers and students. Results further revealed that age, length of service, and educational attainment significantly influence teachers’ perceptions of both traditional and AI-enhanced methods. Based on these findings, the study proposed a training program to optimize AI integration in SPED instruction, ensuring that AI technologies enhanced personalized learning while maintaining essential human interaction.
Authors: Marilyn F. Manzon, Dr. Nelita F. Belena, Doctor of Philosophy in Special Education, Paranaque City, Philippines
Institution: University of Perpetual Help System DALTA
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: hybrid
OpenAlex ID: W4410600485