Learner Engagement, Learning Adversities and Academic Achievements of Learners with Disabilities as Perceived by Teachers: A Mediating Analysis
Asian Journal of Education and Social Studies · pp. 275–292 · Published 23 May 2025
10.9734/ajess/2025/v51i61992Abstract
Low academic achievement among learners with disabilities is a global problem. This study aims to determine the mediating effects of learner engagement on the correlation between learning adversities and the academic achievements of learners with disabilities. Using the descriptive correlation design with the application of mediation analysis, the data were obtained from 240 respondents who were selected through stratified sampling. Results revealed that learners’ engagement fully mediated the correlation between learning adversities and the academic achievements of learners with disabilities. These results affirmed Garmezy’s Resilience Theory, which posits that resilience involves three connected components: adversity, outcomes, and mediating factors, wherein the central focus is on the mediating processes. It was highly recommended that people in the academe apply qualitative analysis to explore engagement and its indicators through a different lens.
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