The Correlation Between Teachers’ Instructional Strategies and Students’ Academic (Skills) Achievement for Children with Special Needs in North Sulawesi
Abstract
Purpose of the study: This study investigates the extent of teachers’ instructional strategies, the level of students’ academic (skill) achievement, and the relationship between the two among children with special needs in special schools across North Sulawesi.
Methodology: Employing a quantitative, descriptive-correlational research design, the study was conducted during the first semester of the 2023/2024 academic year. A total of 95 teacher respondents from 12 special education schools were selected through total population sampling. Data were collected using a validated Likert-scale questionnaire, and the results were analyzed using correlation analysis to determine the strength and significance of the relationship between instructional strategies and student achievement.
Main Findings: Findings reveal that teachers demonstrate a consistently high level of instructional strategies. Specifically, the mean scores were as follows: understanding of students’ characteristics (M = 4.50), fulfilling roles as educators, instructors, mentors, and content deliverers (M = 4.57), and efforts in fostering creativity (M = 4.63). In terms of student academic (skill) achievement, the mean score was 4.46, suggesting a high level of learning outcomes among students with special needs. Most notably, the study found a statistically significant and strong correlation between teachers’ instructional strategies and students’ academic achievement, indicating that effective pedagogical approaches directly influence skill development in special education contexts.
Novelty/Originality of this study: The novelty of this study lies in its focus on the nuanced relationship between instructional strategies and skill-based achievement within the under-researched demographic of special needs learners in Eastern Indonesia.
References
S. A. Sakti, S. Endraswara, and A. Rohman, “Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta,” Heliyon, vol. 10, no. 10, 2024, doi: 10.1016/j.heliyon.2024.e31370.
A. Yeboah, “Knowledge sharing in organization: A systematic review,” Cogent business & management, vol. 10, no. 1, pp. 2195027, 2023, doi: 10.1080/23311975.2023.2195027.
D. H. Spennemann, “ChatGPT and the generation of digitally born “knowledge”: How does a generative AI language model interpret cultural heritage values?,” Knowledge, vol. 3, no. 3, pp. 480-512, 2023, doi: 10.3390/knowledge3030032.
L. Lam, P. Nguyen, N. Le, and K. Tran, “The relation among organizational culture, knowledge management, and innovation capability: Its implication for open innovation,” Journal of Open Innovation: Technology, Market, and Complexity, vol. 7, no. 1, pp. 66, 2021, doi: 10.3390/joitmc7010066.
K. A. Gamage, D. M. S. C. P. K. Dehideniya, and S. Y. Ekanayake, “The role of personal values in learning approaches and student achievements,” Behavioral sciences, vol. 11, no. 7, pp. 102, 2021, doi: 10.3390/bs11070102.
K. Kohl, C. Hopkins, M. Barth, G. Michelsen, J. Dlouhá, D. A. Razak, ... and I. Toman, “A whole-institution approach towards sustainability: a crucial aspect of higher education’s individual and collective engagement with the SDGs and beyond,” International Journal of Sustainability in Higher Education, vol. 23, no. 2, pp. 218-236, 2022, doi: 10.1108/IJSHE-10-2020-0398.
A. Alam, and A. Mohanty, “Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics,” International Journal of Adolescence and Youth, vol. 28, no. 1, pp. 2270662, 2023, doi: 10.1080/02673843.2023.2270662.
M. J. Jardinez, and L. R. Natividad, “The advantages and challenges of inclusive education: Striving for equity in the classroom,” Shanlax International Journal of Education, vol. 12, no. 2, pp. 57-65, 2024, .
C. J. Zampella, L. A. Wang, M. Haley, A. G. Hutchinson, and A. de Marchena, “Motor skill differences in autism spectrum disorder: A clinically focused review,” Current psychiatry reports, vol. 23, no. 10, pp. 64, 2021, doi: 10.1007/s11920-021-01280-6.
Y. Hus, and O. Segal, “Challenges surrounding the diagnosis of autism in children,” Neuropsychiatric disease and treatment, pp. 3509-3529, 2021, doi: 10.2147/NDT.S282569.
S. A. Gesel, L. Foreman-Murray, and A. F. Gilmour, “Sufficiency of teachers’ access to resources and supports for students with disabilities. Teacher Education and Special Education, vol. 45, no. 3, pp. 204-226, 2022, doi: 10.1177/08884064211046237.
H. Inês, J. A. Pacheco, M. Abelha, and F. Seabra, “Teaching students with learning difficulties or disabilities: regular education teachers’ professional development and practices,” Education Sciences, vol. 12, no. 10, pp. 652, 2022, doi: 10.3390/educsci12100652.
M. K. Malahlela, and E. Johnson, “South African teachers’ application of inclusive education policies and their impact on learners with learning disabilities: Implications for teacher education,” Education Sciences, vol. 14, no. 7, pp. 743, 2024, doi: 10.3390/educsci14070743.
J. L. Ngenzi, R. E. Scott, and M. Mars, “Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews,” BMC medical education, vol. 21, no. 1, pp. 245, 2021, doi: 10.1186/s12909-021-02607-w.
M. Kamran, S. Siddiqui, and M. S. Adil, “Breaking barriers: The influence of teachers’ attitudes on inclusive education for students with mild learning disabilities (MLDs),” Education Sciences, vol. 13, no. 6, pp. 606, 2023, 10.3390/educsci13060606.
M. Bendini, and A. Devercelli, Quality early learning: nurturing children's potential. World Bank Publications, 2022.
N. Panopoulos, and M. Drossinou-Korea, “Reading comprehension skills of students with intellectual and developmental disabilities: teaching practices with technological tools,” European Journal of Special Education Research, vol. 10, no. 4, 2024, doi: 10.46827/ejse.v10i4.5407.
R. Ramadani, “Enhancing English learning for special needs students through technology,” Asian Journal of Research in Computer Science, vol. 17, no. 6, pp. 126-134. 2024, doi: 10.9734/ajrcos/2024/v17i6462.
E. Karagianni, and A. Drigas, “New Technologies for Inclusive Learning for Students with Special Educational Needs,” International Journal of Online & Biomedical Engineering, vol. 19, no. 5, 2023, doi: 10.3991/ijoe.v19i05.36417.
M. L. Bernacki, M. J. Greene, and N. G. Lobczowski, “A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose (s)?,” Educational Psychology Review, vol. 33, no. 4, pp. 1675-1715, 2021, doi: 10.1007/s10648-021-09615-8.
F. Andani, R. Octavia, D. Pahera, S. Alisah, W. Erda, and N. S. Andani, “Strategi guru dalam memberikan pembelajaran pada anak berkebutuhan khusus di kelas III Sekolah Luar Biasa (SLB) Negeri 5 Kota Bengkulu [Teacher strategies in providing learning to children with special needs in class III of State Special Needs School (SLB) 5, Bengkulu City]. Jurnal Kajian Ilmu Pendidikan (JKIP), 4(1), 152-165, 2023, doi: 10.55583/jkip.v4i1.627.
V. H. Pranatawijaya, V. H., W. Widiatry, R. Priskila, and P. B. A. A. Putra, “Penerapan skala Likert dan skala dikotomi pada kuesioner online [Application of Likert scale and dichotomous scale in online questionnaires],” Jurnal Sains Dan Informatika, vol. 5, no. 2, pp. 128-137, 2019, doi: .
H. A. El-Sabagh, “Adaptive e-learning environment based on learning styles and its impact on development students’ engagement,” International Journal of Educational Technology in Higher Education, vol. 18, no. 1, pp. 53, 2021, doi: 10.1186/s41239-021-00289-4.
N. Goyibova, N. Muslimov, G. Sabirova, N. Kadirova, and B. Samatova, “Differentiation approach in education: Tailoring instruction for diverse learner needs,” MethodsX, 14, 103163, 2025, doi: 10.1016/j.mex.2025.103163.
M. Anis, “Leveraging artificial intelligence for inclusive English language teaching: Strategies and implications for learner diversity,” Journal of Multidisciplinary Educational Research, vol. 12, no. 6, pp. 54-70, 2023.
Y. Xia, S. Y. Shin, and J. C. Kim, “Cross-cultural intelligent language learning system (CILS): Leveraging AI to facilitate language learning strategies in cross-cultural communication,” Applied Sciences, vol. 14, no. 13, pp. 5651, 2024, doi: 10.3390/app14135651.
N. Ramos-Vallecillo, V. Murillo-Ligorred, and R. Lozano-Blasco, “University students’ achievement of meaningful learning through participation in thinking routines,” European Journal of Investigation in Health, Psychology and Education, vol. 14, no. 4, pp. 1012-1027, 2024, doi: 10.3390/ejihpe14040066.
C. Hursen, “The effect of problem-based learning method supported by web 2.0 tools on academic achievement and critical thinking skills in teacher education,” Technology, Knowledge and Learning, vol. 26, no. 3, pp. 515-533, 2021, doi: 10.1007/s10758-020-09458-2.
D. H. Tong, B. P. Uyen, and L. K. Ngan, “The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane,” Heliyon, vol. 8, no. 12, 2022, doi: 10.1016/j.heliyon.2022.e12657.
H. Lin, and Q. Chen, “Artificial intelligence (AI)-integrated educational applications and college students’ creativity and academic emotions: students and teachers’ perceptions and attitudes,” BMC psychology, vol. 12, no. 1, pp. 487, 2024, doi: 10.1186/s40359-024-01979-0.
F. Lauermann, and I. ten Hagen, “Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes,” Educational psychologist, vol. 56, no. 4, pp. 265-282, 2021, doi: 10.1080/00461520.2021.1991355.
T. Hailikari, V. Virtanen, M. Vesalainen, and L. Postareff, “Student perspectives on how different elements of constructive alignment support active learning,” Active Learning in Higher Education, vol. 23, no. 3, pp. 217-231, 2022, doi: 10.1177/1469787421989160.
M. H. Al Abri, A. Y. Al Aamri, and A. M. A. Elhaj, “Enhancing student learning experiences through integrated constructivist pedagogical models,” European Journal of Contemporary Education and E-Learning, vol. 2, no. 1, pp. 130-149, 2024, doi: 10.59324/ejceel.2024.2(1).11.
A. Kesler, T. Shamir-Inbal, and I. Blau, “Active learning by visual programming: Pedagogical perspectives of instructivist and constructivist code teachers and their implications on actual teaching strategies and students’ programming artifacts,” Journal of Educational Computing Research, vol. 60, no. 1, pp. 28-55, 2022, doi: 10.1177/07356331211017793.
P. Doolittle, K. Wojdak, and A. Walters, “Defining active learning: A restricted systematic review,” Teaching and Learning Inquiry, vol. 11, 2023, doi: 10.20343/teachlearninqu.11.25.
O. T. Adigun, N. Mpofu, and M. C. Maphalala, “Fostering self‐directed learning in blended learning environments: A constructivist perspective in Higher Education,” Higher Education Quarterly, vol. 79, no. 1, pp. 12572, 2025, doi: 10.1111/hequ.12572.
K. H. D. Tang, “Student-centered approach in teaching and learning: What does it really mean?,” Acta Pedagogia Asiana, vol. 2, no. 2, pp. 72-83, 2023, doi: 10.53623/apga.v2i2.218.
T. T. A. Ngo, “Perception of engineering students on social constructivist learning approach in classroom,” International Journal of Engineering Pedagogy, vol. 14, no. 1, 2024, doi: 10.3991/ijep.v14i1.43101.
H. Taş, and M. B. Minaz, “The effects of learning style-based differentiated instructional activities on academic achievement and learning retention in the social studies course,” Sage Open, vol. 14, no. 2, pp. 21582440241249290, 2024, doi: 10.1177/21582440241249290.
J. R. Goodwin, “What’s the difference? A comparison of student-centered teaching methods,” Education Sciences, vol. 14, no. 7, pp. 736, 2024, doi: 10.3390/educsci14070736.
N. Martin-Alguacil, L. Avedillo, R. Mota-Blanco, and M. Gallego-Agundez, “Student-centered learning: some issues and recommendations for its implementation in a traditional curriculum setting in health sciences,” Education Sciences, vol. 14, no. 11, pp. 1179, 2024, doi: 10.3390/educsci14111179.
H. T. Putra, F. S. Haj, D. F. Rizaldi, C. El Shinta, U. A. Deta, S. Suliyanah, and S. Admoko, “Implementation of independent curriculum differentiation learning in physics learning in high school completed with literature review and bibliometric analysis,” Indonesian Journal of Teaching in Science, vol. 4, no. 1, pp. 109-120, 2024, doi: 10.17509/ijotis.v4i1.68767.
T. A. Silmi, A. Lubis, and A. Maulidi, “Model differentiated learning in 21st century education: A systematic review of strategies, results, and challenges,” Al Ulya: Jurnal Pendidikan Islam, vol. 10, no. 1, pp. 60-80, 2025, doi: 10.32665/alulya.v10i1.3572.
O. Arifudin, and H. R. Ali, “Teacher personality competence in building the character of students,” International Journal of Education and Digital Learning (IJEDL), vol. 1, no. 1, pp. 5-12, 2022, doi: 10.47353/ijedl.v1i1.3.
A. Kusmawan, R. Rahman, N. Anis, and O. Arifudin, “The relationship between teacher involvement in curriculum development and student learning outcomes,” International Journal of Educatio Elementaria and Psychologia, vol. 2, no. 1, pp. 1-12, 2025, doi: 10.70177/ijeep.v2i1.1890.
F. Zheng, “Fostering students’ well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships,” Frontiers in psychology, vol. 12, pp. 796728, 2022, doi: 10.3389/fpsyg.2021.796728.
E. M. Solissa, S. Mustoip, M. Marlina, S. S. Cahyati, and A. Asdiana, “Components of contextual teaching and learning as the basis for developing a character education model,” JED (Jurnal Etika Demokrasi), vol. 8, no. 1, pp. 38-46, 2023, doi: 10.26618/jed.v8i1.9758.
J. Yu, P. Kreijkes, and K. Salmela-Aro, “Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate,” Learning and Instruction, vol. 80, pp. 101616, 2022, doi: 10.1016/j.learninstruc.2022.101616.
G. Marschall, “The role of teacher identity in teacher self-efficacy development: The case of Katie,” Journal of Mathematics Teacher Education, vol. 25, no. 6, pp. 725-747, 2022, doi: 10.1007/s10857-021-09515-2.
Y. Wu, “Critical thinking pedagogics design in an era of ChatGPT and other AI Tools—Shifting from teaching “What” to Teaching “Why” and “How”,” Journal of Education and Development, vol. 8, no. 1, pp. 1, 2024, doi: 10.20849/jed.v8i1.1404.
U. Klusmann, K. Aldrup, J. Roloff, O. Lüdtke, and B. K. Hamre, “Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports,” Journal of Educational Psychology, vol. 114, no. 6, pp. 1442, 2022, doi: 10.1037/edu0000703.
E. Retnaningrum, R. Widyatiningtyas, A. R. Sari, H. Sapulete, E. M. Solissa, and I. G. Sujana, “Teacher’s paradigm in interpreting the birth of the merdeka curriculum policy,” Journal of Education Research, vol. 4, no. 2, pp. 435-442, 2023, doi: 10.37985/jer.v4i2.174.
Copyright (c) 2025 Mareike Seska Diana Lotulung, Anita Amelia Ole, Enlina Tumbelaka

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.