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Abstract

This study examines the effectiveness of video modeling in teaching students with learning disabilities how to build a series of electrical circuits in science subjects, as well as the follow-up of the skill and its generalization to different materials. A multiple-baseline across-participants design was used in the study. The study was conducted with four students, aged 12-13, diagnosed with learning disabilities. The findings demonstrate that video modeling was effective in teaching how to build a series of electrical circuits. The follow-up data were collected three weeks after the intervention, indicating that three students retained the acquired skill. Students were able to generalize the learned skill to different materials. An improvement was observed in students’ ability to recognize and name circuit components and materials. This study highlights the potential of video modeling as a practical strategy for supporting students with learning disabilities in science education.

Keywords

learning disabilities inclusion science education electrical circuits video modeling

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The Effect of Video Modeling on a Series of Electrical Circuit Building Skills of Students With Learning Disabilities

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