Posing-Exploring-Doing-Evaluating (PEDE) Instructional Model Using Assistive Technology for Improving Academic Performance in Mathematics among Learners with Disabilities
Document Type
Paper presentation
School Name
Alamogordo High School
School Code
N/A
Abstract / Executive Summary
Mathematics, a cornerstone of academic achievement and future opportunity, often presents significant challenges for learners with disabilities. This study investigated the effectiveness of implementing the PEDE (Posing–Exploring–Doing–Evaluating) Instructional Model, combined with assistive technology, to improve academic performance in mathematics among learners with disabilities. Specifically, the research examined the extent of implementation of the PEDE model, evaluated the extent to which assistive technology supports mathematical learning, and determined the combined effectiveness of the PEDE model and assistive technology in improving students’ academic performance in mathematics. A mixed-methods approach, particularly a convergent parallel design, was employed in this study. Purposive sampling included 5 special and 5 general education teachers, as well as 50 learners with disabilities. Descriptive statistics, such as mean and standard deviation, assess implementation levels across PEDE phases
and assistive technology domains, while inferential statistics, including the t-test and z- test, examine differences and performance outcomes. Results indicated high to very high
implementation across all PEDE phases, with similarly strong integration of assistive technology. Inferential analysis revealed a significant increase in academic performance (n = 50, z = -11.95, p = 0.0001). The t-test results (n = 10, t = 2.36, p = 0.099) showed no significant difference in teachers’ evaluations, reflecting consistently positive perceptions. Interviews further highlighted participants’ positive experiences and offered recommendations for continued use. Therefore, the combined application of the PEDE Instructional Model and assistive technology effectively improves academic performance in mathematics among learners with disabilities.
Keywords:
assistive; disabilities; mathematics; PEDE Model
Posing-Exploring-Doing-Evaluating (PEDE) Instructional Model Using Assistive Technology for Improving Academic Performance in Mathematics among Learners with Disabilities
Mathematics, a cornerstone of academic achievement and future opportunity, often presents significant challenges for learners with disabilities. This study investigated the effectiveness of implementing the PEDE (Posing–Exploring–Doing–Evaluating) Instructional Model, combined with assistive technology, to improve academic performance in mathematics among learners with disabilities. Specifically, the research examined the extent of implementation of the PEDE model, evaluated the extent to which assistive technology supports mathematical learning, and determined the combined effectiveness of the PEDE model and assistive technology in improving students’ academic performance in mathematics. A mixed-methods approach, particularly a convergent parallel design, was employed in this study. Purposive sampling included 5 special and 5 general education teachers, as well as 50 learners with disabilities. Descriptive statistics, such as mean and standard deviation, assess implementation levels across PEDE phases
and assistive technology domains, while inferential statistics, including the t-test and z- test, examine differences and performance outcomes. Results indicated high to very high
implementation across all PEDE phases, with similarly strong integration of assistive technology. Inferential analysis revealed a significant increase in academic performance (n = 50, z = -11.95, p = 0.0001). The t-test results (n = 10, t = 2.36, p = 0.099) showed no significant difference in teachers’ evaluations, reflecting consistently positive perceptions. Interviews further highlighted participants’ positive experiences and offered recommendations for continued use. Therefore, the combined application of the PEDE Instructional Model and assistive technology effectively improves academic performance in mathematics among learners with disabilities.
