The main objective of this study was to determine the specific learning disabilities, the level of self-efficacy, self-esteem, multiple intelligences, the participation of parents and teachers of students at risk of learning disabilities and their relationship with the academic performance of students. high school students at risk of learning. disabilities in order to design a supportive classroom environment for these children.
This study was based on the theory that the academic performance of students at risk of learning disabilities depends on self-efficacy, self-esteem, multiple intelligences, and the involvement of parents and teachers. Self-efficacy includes general self-efficacy and social self-efficacy. Multiple intelligences include linguistic intelligence, logical-mathematical intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, spatial intelligence, and nature intelligence. This study hypothesized that there is a significant relationship between self-efficacy, self-esteem, multiple intelligences, parent and teacher involvement in the academic performance of students at risk of learning disabilities.
The research design was descriptive using the cross tabulation technique. The study was conducted at Gingoog City Comprehensive National High School, Gingoog City Division, Region X. Philippines. Study respondents included all thirty-four (34) at-risk students with AD. Five (5) sets of questionnaires were administered to collect the necessary data, such as the Self-Efficacy Scale, the Barksdale Self-Esteem Assessment Index (SEI), the Multiple Intelligence Developmental Assessment (MIDAS), and the Participation Checklist. parental. Each questionnaire has been tested for validity and reliability. The statistical tools used were frequency, percentage, weighted mean, and cross-tabulation analysis.
It is concluded that the majority of second-year students at risk of learning problems have mild dyslexia, mild dyscalculia, and mild dysgraphia. These students have suffered from low general self-efficacy, low and lack of social self-efficacy and all of them have low self-esteem. Each of these students has different types of intelligences and although these intelligences are still low, none of them have linguistic and logical intelligences and most have average general academic performance. General self-efficacy and social self-efficacy, self-esteem, multiple intelligences do not significantly affect the academic performance of students. However, support from teachers plays an important role in the academic performance of ADs at risk. Although there is a low correlation between parental involvement and general self-efficacy and between parental involvement and multiple intelligences, the type of parental involvement of students does not affect social self-efficacy, self-esteem and academic performance. of the students.
Based on this conclusion, the supportive classroom environment for at-risk students with learning disabilities consists of the following; knowledge about LD, establishment of learning centers such as reading centers, writing/spelling centers, multiple intelligence centers, parent engagement corner, teacher attitude, academic achievement update, reading remedial intervention, accommodations and classroom size. With the right interventions in reading supported by parents, teachers, and administrators, these children with LD can be successful in their lives and become valuable individuals in the community and country at large.