Money Management Skills Development of Children with Mild Intellectual Disabilities through Blended Learning Instructional Design versus Conventional Teaching
DOI:
https://doi.org/10.21015/vtess.v11i2.1517Abstract
One of the major purposes of education is to equip people with disabilities with all the skills required to live as independently as possible in their community. Money management skill is one of the important skill of independent living skill. The objective of the study was to enhance the money management skills of children with mild intellectual disabilities through blended learning instructional design and a comparison of the effectiveness of blended learning instructional design vs conventional teaching methods. All 8-12 years old children with mild intellectual disabilities studying in semi-government and government schools in Rawalpindi were the population of the study. The two stages were followed to get the sample of 26 students. In the experimental group, about 13 students received intervention using a station rotation model of blended learning instructional design, while the control group received conventional teaching Pre-tests were administered to both groups and after a two-week intervention, post-tests were conducted. Independent t-tests and paired sample t-tests were used to analyse the results. The findings revealed that blended learning instructional design was effective in teaching money management skill development. It also indicated that children who received instruction in money management through blended learning performed significantly better than those who received conventional teaching. It was recommended that to teach functional mathematical skills, a blended learning instructional design should be used.References
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