Challenges of Nature and Biology Online Learning for Students with Disabilities: A Mixed Methodology Approach

Abstract

Nowadays, as Nature and Biology online learning evolves towards Internet technologies, questions arise as to how students with different general intelligence factors cope with online learning and how students with disabilities respond to challenges including adaptation to online learning. A study was conducted to examine the challenges that students with disabilities faced during Nature and Biology online classes. The research was carried out through a combination of quantitative (N=162 students; Grades 5, 6, 7, and 8 of primary school) and qualitative approaches (N=12 teachers). Using the Mann-Whitney U test, it was clearly shown that the g-factor of students’ intelligence was not identified as a significant predictor (p>0.05) for successful online learning. Furthermore, teachers of students with disabilities were interviewed extensively to identify how students with disabilities respond to the challenges of online learning. Consequently, it has been shown that students with disabilities can progress as well as other students when working in an online environment. Similarly, teachers’ responses indicate that while being supported by the environment (involvement from parents and teachers), students with disabilities successfully respond to the challenges of online learning.