ASSESSING THE IMPACT OF ADAPTIVE LEARNING TOOLS ON ACADEMIC PERFORMANCE OF LEARNERS WITH LEARNING DISABILITIES IN BUSINESS EDUCATION

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ASSESSING THE IMPACT OF ADAPTIVE LEARNING TOOLS ON ACADEMIC PERFORMANCE OF LEARNERS WITH LEARNING DISABILITIES IN BUSINESS EDUCATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE OF CONTENT

Title page

Declaration

Certification

Dedication

Acknowledgement

Abstract

Table of Content

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objective of the Study

1.4 Research Questions

1.5 Significance of the Study

1.6 Scope of the Study

1.7 Operational Definition of the Study

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

2.1 Conceptual Review

2.1.1 Concept of Adaptive Learning Tools

2.1.2 Concepts of Academic Performance

2.1.3 Concept of Learning Disabilities

2.1.4 Concept of Business Education

2.2 Theoretical Review

2.2.1 Constructivist Learning Theory

2.2.2 Universal Design Learning (UDL)

2.3 Empirical Review

2.3.1 Effectiveness of Adaptive Learning Tools in Improving the Academic Performance of Learners with Learning Disabilities

2.3.2 Types of Adaptive Learning Tools most beneficial to students with Learning Disabilities

2.3.3 Ways Adaptive Learning Tools cater for the Individual with Learning Needs of Students with Disabilities

2.3.4 Challenges in the Integration of Adaptive Learning Tools for Students with Learning Disabilities

2.4 Review of Related Literature

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

3.2 Population of the Study

3.3 Sample and Sampling Techniques

3.4 Instrumentation

3.5 Validity of the Instrument

3.6 Reliability of the Instrument

3.7 Procedure for Data Collection

3.8 Method of Data Analysis

CHAPTER FOUR

PRESENTATION AND DISCUSSION OF FINDINGS                          

4.1 Presentation of Data Analysis

4.2 Data Presentation

4.3 Discussion of Findings

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

5.2 Conclusion

5.3 Recommendations

5.4 Suggestions for Further Studies

References

Appendix

 

ABSTRACT

This study examined the impact of adaptive learning tools on the academic performance of learners with learning disabilities in Business Education at the Federal College of Education (Special), Oyo. The study adopted a descriptive research design and involved a sample of 60 students with learning disabilities drawn from various levels of study. Data were collected using a structured questionnaire titled Impact of Adaptive Learning Tools on Academic Performance of Learners with Learning Disabilities in Business Education (IALTAPLLDBE), and analyzed using mean and standard deviation. Findings revealed that adaptive learning tools significantly enhanced students’ understanding of business concepts, motivation, engagement, and overall academic performance compared to traditional teaching methods. Interactive simulations, adaptive quizzes, and multimedia-based platforms were identified as the most beneficial tools for facilitating personalized and inclusive learning. The study also found that adaptive learning tools effectively catered to individual learning needs by adjusting instructional pace and providing real-time feedback, thereby improving knowledge retention and confidence. However, challenges such as limited access to technology, high implementation costs, inadequate instructor training, and technical issues were identified as barriers to effective integration. The study concluded that adaptive learning tools are essential for promoting inclusivity and improving learning outcomes for students with disabilities in Business Education. It recommended increased institutional investment in digital infrastructure, continuous teacher training, and policy support to enhance the accessibility and effectiveness of adaptive learning technologies in inclusive education.

Keywords: Adaptive learning tools, Business education, Learning disabilities, Academic performance, Inclusive education.

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CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Business education revolves a broad spectrum of concepts designed to prepare individuals for success in the corporate world, entrepreneurial ventures, and broader economic participation (Badawi, et. al., 2019). Business Education integrates principles of economics, management, finance, marketing, and leadership to provide a holistic understanding of how businesses function. These concepts are vital for fostering a practical and theoretical framework that enables students to develop critical thinking, decision-making, and strategic planning abilities (Osman, et. al., 2023).

Business education plays a pivotal role in shaping individuals, organizations, and economies. It equips learners with the tools and knowledge required to navigate the complexities of the corporate world, adapt to market changes, and contribute meaningfully to economic and societal progress. By offering a structured approach to understanding business principles, business education fosters innovation, enhances decision-making, and nurtures leadership skills, making it indispensable in today’s globalized economy (Surmanidze and Beridze, 2023).

Learning disabilities refer to a group of neurological conditions that affect an individual’s ability to acquire, process, retain, or express information. These disabilities are not a reflection of intelligence but rather the result of differences in brain function that impact specific areas of learning, such as reading, writing, mathematics, or problem-solving (Orim, et. al., 2023). Understanding the key concepts of learning disabilities is essential for creating inclusive educational environments and providing tailored support to those affected. Learning disabilities arise from a combination of biological, genetic, environmental, and developmental factors that influence brain function and cognitive development. These factors affect the way individuals process and retain information, leading to difficulties in specific areas of learning, such as reading, writing, or mathematics. Understanding these underlying causes is critical for early identification, effective intervention, and the development of inclusive educational strategies (Kovas, et. al., 2021).

Academic performance refers to the measurable outcomes of a student’s efforts in educational activities, typically assessed through grades, test scores, and the completion of academic tasks. It serves as a key indicator of a learner’s knowledge, skills, and abilities in various subjects and disciplines. Academic performance is not only a reflection of a student’s intellectual capabilities but also an outcome influenced by multiple factors, including motivation, learning strategies, and the educational environment (Kumar, et. al., 2021). Academic performance encompasses several dimensions, including cognitive, behavioral, and emotional components. Cognitively, it involves the mastery of knowledge, problem-solving skills, and critical thinking, which are assessed through formal tests and assignments. Behaviorally, academic performance is linked to consistent attendance, active participation in class, and time management. Emotionally, factors such as self-confidence, resilience, and the ability to handle academic stress also play a significant role in determining a student’s overall performance (Hasanov, et. al., 2021).

Academic performance is typically measured using standardized assessments, coursework evaluations, and grade point averages (GPA). These metrics provide an objective way to evaluate a student’s understanding and mastery of specific content areas. In addition to quantitative measures, qualitative assessments, such as teacher evaluations, project work, and peer feedback, are often used to capture aspects like creativity, teamwork, and practical application of knowledge. The use of diverse evaluation methods ensures a more comprehensive understanding of a student’s academic abilities (Papadogiannis, et. al., 2023).

Learners with learning disabilities in business education face unique challenges that influence their academic performance. These challenges stem from both internal and external factors that affect their ability to process information, apply theoretical concepts, and adapt to the demands of the curriculum. By understanding these factors, educators can create more inclusive and supportive learning environments to help these students succeed (Gkora, and Karabatzaki, 2023).

Adaptive learning tools are innovative educational technologies designed to personalize the learning experience by adjusting content, pace, and delivery based on an individual learner’s needs and abilities. Using algorithms, artificial intelligence (AI), and data analytics, these tools assess a student’s strengths, weaknesses, and learning patterns to provide customized support. Adaptive learning tools are transforming traditional education by enhancing accessibility, engagement, and outcomes for diverse learners (Gligorea, et. al., 2023). Adaptive learning tools is the ability to analyze data in real time. These tools monitor learners’ performance, track their progress, and identify areas where they struggle or excel. Based on this information, the tools dynamically adjust the learning materials, such as offering simpler explanations, additional practice questions, or advanced content for more proficient learners. For instance, an adaptive learning platform for mathematics may identify that a student has difficulty with fractions and provide targeted exercises until mastery is achieved. By tailoring the learning path to each student, adaptive tools ensure that the educational experience is both effective and efficient (Contrino, et. al., 2024).

Adaptive learning tools have revolutionized the educational experience for learners with learning disabilities, particularly in specialized fields such as business education. These tools leverage technology to provide personalized learning pathways that address the unique challenges faced by students with disabilities, enabling them to achieve better academic outcomes. By tailoring content and pacing to individual needs, adaptive learning tools help these students overcome barriers and build confidence in their abilities (David, and Extension, 2024).

Business education often involves complex topics, such as financial analysis, marketing strategies, and organizational behavior, which can be particularly challenging for students with learning disabilities. Adaptive learning tools address these difficulties by identifying areas of struggle and providing targeted interventions. For instance, a student with dyscalculia may benefit from tools that break down financial concepts into simpler steps, while learners with dyslexia can use text-to-speech features to aid comprehension. By providing content in a way that aligns with each student’s learning style, adaptive tools ensure that learners grasp key business concepts effectively (Urefe, et. al., 2024).

One of the most significant impacts of adaptive learning tools is their ability to personalize the educational experience. For learners with disabilities, standardized teaching methods often fail to meet their unique needs, leading to frustration and disengagement. Adaptive tools, however, dynamically adjust the complexity and format of content to match the learner’s pace and understanding. This personalized approach not only enhances comprehension but also fosters greater engagement by making learning more accessible and enjoyable. In business education, where case studies, simulations, and real-world applications are integral, adaptive tools can simulate practical scenarios in a way that accommodates different abilities (Gligorea, et. al., 2023). Adaptive learning tools play a crucial role in boosting the confidence of learners with disabilities. Traditional educational settings can be overwhelming for these students, especially when they are unable to keep up with their peers. Adaptive tools allow them to work at their own pace, providing instant feedback and celebrating incremental progress. For example, a student struggling with business analytics may benefit from an adaptive platform that offers continuous support and feedback on data interpretation tasks. This reduces anxiety, encourages persistence, and helps students feel more capable of mastering challenging subjects (Monica et. al., 2024).

Business education requires the development of analytical, problem-solving, and decision-making skills, which can be challenging for students with learning disabilities. Adaptive learning tools support skill development by offering interactive activities, quizzes, and simulations that are tailored to the learner’s ability level. For instance, an adaptive tool for marketing education might include gamified modules that teach branding strategies through hands-on exercises, enabling students to learn by doing. These tools not only reinforce theoretical knowledge but also help learners acquire practical skills essential for success in the business world (Afzal, and Torralba, 2024). The inclusive nature of adaptive learning tools has had a profound impact on the academic performance of students with disabilities. Features like text-to-speech, visual aids, and alternative formats make business education content more accessible, ensuring that learners with diverse needs are not left behind. Additionally, these tools reduce the stigma often associated with learning disabilities by allowing students to work independently and privately on areas where they need improvement. This promotes a sense of belonging and equality, which is essential for fostering a positive learning environment (Fernández, et. al., 2022).

Adaptive learning tools provide educators with valuable data on student performance, which can be used to create targeted interventions for learners with disabilities. In business education, where understanding individual progress is critical, these tools enable teachers to identify specific areas of difficulty and adjust their teaching strategies accordingly. For example, if a group of students struggles with financial accounting, the educator can use insights from the adaptive tool to design additional resources or workshops to address these gaps. This data-driven approach enhances the overall learning experience and ensures that students receive the support they need (Gligorea, et. al., 2022).

While adaptive learning tools have significant benefits, their impact is not without challenges. High costs and limited access to technology can prevent some institutions from implementing these tools effectively. Additionally, not all adaptive platforms are designed with the complexities of business education in mind, which may limit their effectiveness for learners with disabilities in this field. Furthermore, the reliance on technology may reduce human interaction, which is often crucial for learners who benefit from one-on-one guidance and emotional support (Olaitan, and Mavuso, 2022).

1.2       Statement of the Problem

Learners with learning disabilities face significant challenges in achieving academic success, particularly in specialized fields like Business education, which often requires mastery of complex concepts and analytical skills. Traditional teaching methods and standardized assessments frequently fail to meet the unique needs of these students, resulting in low academic performance, disengagement, and a lack of confidence. As business education plays a critical role in equipping individuals with the skills necessary for professional and entrepreneurial success, it is essential to address these barriers to learning. Adaptive learning tools, which use artificial intelligence and data-driven technologies to personalize learning experiences, have emerged as a promising solution. These tools are designed to accommodate diverse learning styles and provide tailored support for students with learning disabilities, enabling them to progress at their own pace and focus on areas where they struggle. While the potential benefits of adaptive learning tools are widely recognized, there is a need for empirical evidence to assess their actual impact on the academic performance of learners with learning disabilities in business education.

Despite the growing adoption of adaptive learning tools in educational settings, limited research has been conducted to determine their effectiveness in improving academic outcomes specifically within the context of business education. Questions remain about whether these tools adequately address the unique challenges posed by the discipline, such as financial calculations, market analysis, and decision-making. Furthermore, the lack of standardized frameworks for evaluating the success of adaptive learning tools creates difficulties in understanding their long-term impact on learners’ performance and confidence. The problem, therefore, lies in the gap between the theoretical benefits of adaptive learning tools and their practical effectiveness in supporting learners with learning disabilities in business education. Without a comprehensive assessment, educators and policymakers cannot make informed decisions about integrating these tools into curricula or developing strategies to optimize their use. Additionally, understanding the barriers to the adoption and accessibility of adaptive learning tools is critical for ensuring that all students, regardless of their socioeconomic background or educational setting, can benefit from these innovations.

1.3       Purpose of the Study

The general purpose of this study is to evaluate the impact of adaptive learning tools on the academic performance of learners with learning disabilities in the context of Business Education. The specific purposes of this study include:

1. To determine the effectiveness of adaptive learning tools in improving the academic performance of learners with learning disabilities in Business Education courses.
2. To assess the types of adaptive learning tools most beneficial to students with learning disabilities in the field of Business Education.

iii. To examine how adaptive learning tools cater to the individual learning needs of students with disabilities, improving engagement and knowledge retention.

1. To identify any challenges or barriers in the integration of adaptive learning tools for students with learning disabilities in Business Education.
   •      Research Questions

1. What is the effectiveness of adaptive learning tools in improving the academic performance of learners with learning disabilities in Business Education courses?
2. Which types of adaptive learning tools are most beneficial to students with learning disabilities in the field of Business Education?
3. How do adaptive learning tools cater to the individual learning needs of students with learning disabilities, and how do they impact engagement and knowledge retention?
4. What are the challenges or barriers in integrating adaptive learning tools for students with learning disabilities in Business Education?

 

 

1.5       Significance of the Study

The significance of this study lies in its potential to contribute to the enhancement of educational practices for learners with learning disabilities, particularly in Business Education. By assessing the impact of adaptive learning tools on academic performance, this study can provide valuable insights into how technology can be leveraged to create more inclusive learning environments. As Business Education plays a crucial role in preparing students for professional careers, understanding how adaptive learning tools can support students with learning disabilities will help educators implement strategies that are tailored to individual needs, improving academic outcomes and fostering greater participation in the curriculum.

This study is also significant in its potential to inform policy and practice in educational institutions. The findings could guide curriculum developers, educational administrators, and teachers in selecting and integrating effective adaptive learning tools, leading to more equitable educational opportunities for all learners. Additionally, it can provide evidence to support the inclusion of technology-based interventions in educational programs, particularly for students who have previously struggled in traditional learning environments due to their disabilities.

Furthermore, this research can contribute to the growing body of knowledge on assistive technologies and inclusive education. It will help educators understand which adaptive learning tools are most effective in supporting the academic performance of learners with disabilities, providing a foundation for future research and development in this area. By addressing challenges and barriers to the integration of these tools, the study could also serve as a catalyst for improving the accessibility and usability of adaptive learning technologies in Business Education and other disciplines, ensuring that students with learning disabilities are not left behind in their educational journeys.

1.6       Scope of the Study

The study assesses the impact of adaptive learning tools on academic performance of learners with learning disabilities in Business Education. The geographical scope of the study is Federal College of Education (special) Oyo.

1.7       Operational Definition of Terms

Adaptive Learning: These refer to technology-based educational platforms or software that modify the content, pace, and delivery of instruction based on individual learner performance and needs. In this study, examples may include personalized learning platforms, AI-powered quizzes, or digital tutorials designed to support diverse learning profiles of students with disabilities in Business Education.

Academic Performance: This denotes the measurable learning outcomes of students, often represented through grades, test scores, assignment performance, or competency-based assessments. In this study, academic performance will be assessed through pre- and post-intervention scores, classroom participation, and task completion rates within the Business Education curriculum.

Learners with Learning Disabilities: These are students who possess neurologically-based processing difficulties that affect their ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention. Examples include dyslexia, dyscalculia, and ADHD. This study focuses on those formally diagnosed and supported within the school system.

Business Education: This refers to the instructional program focused on teaching students the principles, practices, and applications of business, finance, marketing, and entrepreneurship. In the study, it includes curriculum areas such as accounting, office procedures, business communication, and economics taught at the secondary or tertiary level.

Impact: This refers to the effect or measurable change resulting from the use of adaptive learning tools. It will be evaluated based on comparative academic performance data, student engagement levels, and feedback from both learners and instructors.

 

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