Blended Learning Approach impact on students with ADHD Social and Critical Thinking Abilities
DOI:
https://doi.org/10.29070/fdkvmt40Keywords:
Blended Learning, ADHD, Critical Thinking, Social Skills, Educational Approaches, Mixed-Methods ResearchAbstract
This study investigates the impact of a blended learning approach on the social and critical thinking abilities of students with Attention Deficit Hyperactivity Disorder (ADHD). Blended learning, which combines traditional face-to-face instruction with online components, is posited to create a flexible and engaging learning environment that can cater to the unique needs of students with ADHD. The research employs a mixed-methods design, utilizing both quantitative assessments of critical thinking skills and qualitative interviews to gauge social interactions among students. Findings indicate that students with ADHD demonstrate significant improvements in both critical thinking and social skills when engaged in blended learning environments. The study concludes that such an approach can effectively support the cognitive and social development of students with ADHD, suggesting implications for educational practice and future research.
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References
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