ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study aimed to determine the effectiveness of assistive technology in teaching Grade 2 learners in an inclusive setting at Dechabordin School, Si Samrong, Sukhothai. Specifically, it aimed to determine the performance of the Grade 2 learners before and after they are exposed to assistive technology and conventional method of teaching; the significance of the difference between the performance of the learners before and after exposure to assistive technology and conventional method, and the significance of the difference in the performance of the learners exposed to assistive technology and those exposed to conventional method. The study made use of the repeated measures (within subjects) experimental research design. The experiment was conducted on a weekly basis, alternating between assistive technology-based instruction and the conventional method of teaching. The study involved 20 Grade 2 learners composed of 9 students with disabilities and 11 students without disability. Before the experiment started, the pretest was administered. A day after the experiment, the posttest was also administered. The data gathered were submitted to appropriate data analysis tools. The results of the study showed that the performance of the learners before and after they are exposed to assistive technology (AT) improved. It was also found that before they were exposed to AT, they already possess competence in the concepts and skills. After their exposure to assistive technology their performance improved and rose to a higher level. Similar results were observed when they were exposed to the conventional method of teaching. Lastly, the performance of the learners exposed to assistive technology and those exposed in the conventional method did not differ significantly. Based from the findings, the researcher concludes that the two methods work equally well in improving the performance in mathematics of the Grade 2 learners. As such, the following were highly recommended: The Ministry of Education officials may conduct professional development programs and develop tailored, evidence-based pedagogies. School heads may promote blended approach, leveraging assistive technology for engagement while maintaining robust traditional techniques. Teachers may adopt blended approach, prioritizing learner preference, engagement, and individualized needs rather than relying on only one method. Future researchers may replicate the study in the public schools and may also employ a longitudinal design. Keywords: effectiveness, assistive technology, inclusive setting, performance, conventional method of teaching