Closing the gap through active learning variety and extent: A large-scale assessment of teaching clarity and course evaluation among students with learning disabilities

Abstract

The growing population of students with learning disabilities in higher education necessitates a systematic evaluation of teaching methods. This study examines how the variety and extent of active in-class learning methods (small group work, independent work, student presentations, short quizzes) affect course evaluations and perceived teaching clarity among students with learning disabilities. Variety was measured by the number of methods used (0–4), and extent by their frequency during lessons. Analysis of 44,520 evaluation surveys reveals significant improvements in evaluation and teaching clarity as variety and extent increased. Moreover, the gap between students with and without learning disabilities nearly disappears with increased variety and extent: evaluation scores rose from 4.33 vs. 4.52 (minimal use) to 5.48 vs. 5.52 (extensive use). These findings highlight how variety and extent enhance teaching clarity, helping students compensate for learning disabilities. Along with smaller class sizes, they offer educators practical guidance for inclusive instructional design.