Mediating Effect of Peer Collaboration on the Relationship Between Teacher Management Strategies and Academic Performance of Learners with Intellectual Disabilities

Problems about the academic performance of learners with intellectual disabilities have long existed in educational institutions worldwide. These students often struggle to meet academic standards, creating a clear gap between them and their non-disabled peers, which reflects broader educational and social inequities. This study aims to determine the mediating effect of peer collaboration on the relationship between teacher management strategies and the academic performance of learners with disabilities. This study employed a quantitative descriptive-correlational approach, incorporating mediation analysis, using adapted questionnaires for dependent and independent variables. This negates Vygotsky’s Sociocultural Theory of Cognitive Development, particularly the Zone of Proximal Development (ZPD) concept, which emphasizes that learning is a social process where interactions with peers and teachers significantly influence cognitive development.