The Effects of an Evidence-Based Instructional Program on Science Teaching to Students with Special Needs in Inclusive Classrooms

Abstract

Abstract: The current study aimed to investigate the impact of an evidence-based instructional program consisting of: Explicit Instruction (EI) along with Numbered Heads Together (NHT) in comparison to the traditional, hand raising (HR) technique on fourth-grade students with and without special needs’ daily science quiz scores. Additionally, the researchers sought to explore the impact of the interventional program on the cumulative, pre and post-test performances of participants. Using mixed methods—single-subject, alternating treatment (comparing the interventional program [EI & NHT] to HR), and quasi-experimental designs—data were collected. Data were analyzed using a measure of central tendency (mean scores) of daily science quiz scores, and t-tests to derive results from the pre and post-test cumulative scores. The findings revealed all students in the experimental group, including those with special needs, improved their mean scores on daily science quizzes, along with cumulative, post-test performances. This improvement was achieved after the delivery of the interventional program. Social validity interview with the classroom teacher demonstrated that the instructional program provided a motivational, engaging learning atmosphere for all students including those with special needs. Recommendations for future research and practices were provided.