Empirical Assessment of Scientific Observation and Experimentation among Students with Physical Disabilities and Presentation of Instructional Methods

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Key Points

The aim is to explore the relationship between learning strategies, metacognition, and self-efficacy in students with physical disabilities.
Quantitative analysis via questionnaires targeting high school students with physical disabilities.
Statistical methods included descriptive statistics, confirmatory factor analysis, and structural equation modeling.
Regression analysis assessed the contributions of compliance strategies to self-efficacy.
Confirmatory factor analysis supported the validity of a six-factor model, showing consistent positive correlations among learning strategy factors.
Regression analysis revealed that compliance strategies positively contributed to self-efficacy, while collaborative strategies shifted to a negative effect after adjustment.
Structural equation modeling indicated a direct effect of learning strategies on self-efficacy, but the path from metacognition to self-efficacy was not significant.

Examines self-efficacy and learning strategies in students with physical disabilities, suggesting effective instructional methods.

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YAMADA et al. (2026) studied this question.

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