The effect of the poem on the educational treatment and education of learners with mild special educational needs in the primary education: a statistical study

DIMITRIOS KOMPOCHOLIS, MARIA DOLORES HIDALGO ARIZA

Abstract

Learning is considered as a highly individualized procedure that requires diverse learning techniques to be applied to address the multifaceted educational needs of learners. To attenuate the various learning difficulties emerging in case learners exhibiting learning deficiencies, art-based strategies, including poetry, are integrated into the educational process. Poetry offers exceptional educational opportunities, leading to the necessity of examining its incorporation into the educational approach of students experiencing special educational needs. In the current study, a series of statistical analyses have been conducted to evaluate the impact of a number of independent variables to the effectiveness of poetry integration in teaching students with learning difficulties. Specifically, following a separate study in which an Exploratory Factor Analysis and a Confirmatory Factor Analysis that validated the proposed instrument construct and factor split into two dimensions, an ANOVA analysis has been conducted to assess the relationship between each dimension and descriptive features. Additionally, linear regression analysis has been exploited to validate how much each dimension contributes to the overall level of effectiveness of poetry integration in teaching students with learning difficulties. In terms of results, the descriptive statistics analysis has proven the positive positioning of the survey participants, while ANOVA analysis proved that teacher’s educational level is significantly related with the effectiveness of poetry integration practices in teaching students with learning difficulties. Other factors such as the frequency of poetry educational presentations, the number of students with learning difficulties in classroom, as well as the age and gender of the teachers have also been assessed and correlation to the effectiveness of poetry integration practices in teaching students with learning difficulties has not been proven. Finally, a linear regression analysis has proven that both dimensions contribute significantly to the overall impact of poetry application.

Keywords

Poetry, primary education, elementary-age students, learning difficulties

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DOI: https://doi.org/10.26220/mje.5535

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