The Effect of Mathematics Learning Disability Program Offered Face to Face with Interactive Online Learning from Smart Learning Environments on Teachers’ Knowledge and Self-Efficacy Levels

This study examines the effectiveness of in-service training programs aimed at enhancing teachers' knowledge and self-efficacy in the context of Learning Disabilities in Mathematics (LD). Despite the increasing use of both interactive online learning and face-to-face training methods in professional development, limited research has compared their relative effectiveness in this specific field. Furthermore, existing studies have not adequately addressed whether improvements in teachers' knowledge and self-efficacy are sustained over time. To address this gap, the present study employs a quasi-experimental design with two experimental groups. The sample consists of 80 classroom teachers, with 40 participants in the interactive online learning education group and 40 in the face-to-face education group. The training program consists of 16 hours of instruction over four weeks. Data were collected using a demographic questionnaire and the Mathematics Learning Disability Area Teacher Self-Efficacy Scale, and statistical analyses were conducted. Findings indicate that, prior to the intervention, teachers in the interactive online learning education group exhibited significantly higher levels of knowledge and self-efficacy. However, post-intervention results revealed no statistically significant differences between the two groups. Cohen’s d analysis indicated a moderate effect size for interactive online learning education before the intervention, which diminished to a small effect size afterward. These findings suggest that both training modalities effectively improve teachers’ knowledge and self-efficacy, yet neither demonstrates a clear long-term advantage. The study underscores the need for further research to determine optimal strategies for sustaining professional development in this domain.