JONAED

This study investigated the effect of strategic content learning on the task-persistence of students with and without mathematics learning disability in inclusive classroom settings. The study was carried out using a sample of 146 students with and without learning disability in four intact classes in Nsukka Local Government Area drawn through multistage sampling techniques. Quantitative data were collected using task-persistence scale adapted from a standardized Persistence scale for children developed by Dubi & Arie. (1987). Data collected were analysed using mean, standard deviation and Analysis of covariance (ANCOVA). Results indicated among others, that SCL improved the task-persistence of students with learning disability as well as students without disabilities in general education settings over their counterparts in the control group who were exposed to conventional teaching method. Based on the results, recommendations were made for the teachers who teach in inclusive classrooms to adopt SCL strategies in their instructions.