Impact of Technology-Assisted Learning on Academic Achievement in Students with Learning Disabilities

Abstract

The integration of technology-assisted learning (TAL) has shown potential in enhancing academic achievement for students with learning disabilities (LD). This study examines the impact of TAL on the academic performance of 16 students with LD in a higher education setting. Utilizing a mixed-methods research design, the study combines quantitative analysis with qualitative insights to evaluate the effectiveness of TAL tools. The quantitative phase involved pre- and post-intervention assessments of academic performance, while the qualitative phase included in-depth interviews with students and educators to explore their experiences and perceptions of TAL. Results indicate that students with LD who engaged with TAL tools demonstrated significant improvements in academic scores in reading comprehension and increased engagement with learning materials. Students reported enhanced instructional effectiveness and more personalized learning experiences for students. The findings underscore the value of TAL in supporting students with LD and highlight the need for continued development and integration of these tools in educational settings. Targeted training and support for both students and educators are recommended to maximize the benefits of technology-assisted learning. The findings underscore the critical role of technology-assisted learning in improving academic outcomes for students with learning disabilities, advocating for its broader implementation in educational and special education settings to enhance personalized learning and instructional effectiveness.