Adaptive functional learning strategies for improved achievement of learners with autism in inclusive classrooms
Résumé
The globalisation of knowledge and information has increased the demand for improved technical and operational approaches across all sectors, including education. As technology advances rapidly, the education sector is expected to lead this transformation, particularly in its pedagogical practices. Pedagogy remains central to achieving the goals of teaching-learning, being embedded in the curriculum. This paper examined Adaptive Functional Learning (AFL), a teaching-learning strategy designed to enhance STEM activities in inclusive classrooms, with a focus on improving the academic achievement of learners with Autism Spectrum Disorder (ASD). The study was anchored on Social Cognitive and Situated Learning theories, guided by the Academic Functional Learning Aptitude Test (AFLAT), which aligns with the principles of AFL. A quasi-experimental design was adopted, involving 60 learners with ASD, sampled from inclusive classrooms across four regions and five states in Nigeria. Data were collected using AFLAT (PPMC r = 0.87, p < 0.001), and (Cronbach’s α = 0.88) were analysed with Analysis of Covariance (ANCOVA) with two hypotheses were tested at the 0.05 significance level. Findings revealed no significant interaction effect between AFL and gender on learners with ASD’s academic achievement (F (1,57) = 0.249, p>0.05, η2 = 0.005), and no significant interaction effect between AFL and location of residence (F (1,55) = 0.824, p > 0.05, η2 = 0.015). Despite these, AFL strategy in STEM activities were shown to aid in improving the academic achievement of learners with ASD. The study concluded that AFL enhances learning outcomes and recommended its integration into STEM pedagogy, curriculum design, and assessment practices to foster inclusivity and better academic performance among learners with ASD.
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