Influence of Cooperative Learning and Differentiated Instruction on the  Perceived Affective Outcomes of Learners with Disabilities

Author(s)	Ms. Jecyl Mae Olarte Santillan
Country	Philippines
Abstract	ABSTRACT Learners with disabilities demonstrate low affective learning outcomes. The influence of cooperative learning and differentiated instruction on the perceived affective outcomes of learners with disabilities was verified. The study used a diagnostic research design involving 150 teachers of learners with disabilities, selected through stratified random sampling, with data gathered via a survey and analyzed using multiple linear regression. The study revealed that the combined use of cooperative learning practices and differentiated instruction significantly influences the affective outcomes of learners with disabilities, supporting Social Constructivist Theory. Future research may examine additional variables identified through exploratory studies to explain the remaining variance in learner affective outcomes, while educational leaders enhance and support teacher implementation of differentiated instruction through trainings, workshops, and allocation of resources.
Keywords	Cooperative learning, differentiated instruction, affective outcomes, learners with disabilities
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-23
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79470

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research