Abstract
Background of study: Students with intellectual disabilities often encounter challenges in completing academic tasks independently, maintaining attention, and demonstrating consistent learning performance. Structured learning environments have been widely recognized as an effective approach for enhancing student engagement and improving learning outcomes among this population. Aims and scope of paper: This study aims to describe the performance profiles of students with intellectual disabilities in structured learning environments based on task completion, accuracy, independence, persistence, and attention during learning activities.
Methods: A descriptive quantitative research design was employed involving 30 students with intellectual disabilities. Data were collected using a structured performance questionnaire consisting of indicators related to task completion, learning engagement, accuracy, independence, persistence, and sustained attention. Descriptive statistical analyses were conducted to identify performance categories and examine the distribution of student performance profiles.
Result: The findings indicated that 24 students (80%) were classified as having moderate performance profiles, whereas 6 students (20%) were classified as having low performance profiles. The mean performance score was 36.80 (SD = 3.22), suggesting that most participants demonstrated a moderate level of performance in completing learning tasks within structured educational settings. Students generally exhibited strengths in maintaining attention and following instructions; however, they continued to require additional support in independent task completion and problem-solving activities.
Conclusion: Structured learning environments contribute positively to the learning performance of students with intellectual disabilities. Nevertheless, individualized instructional support remains essential to further enhance students’ independence, accuracy, and persistence in completing academic tasks.
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