Abstract
The study aimed to assess the role of mobile assistive applications in enhancing learning outcomes for students with disabilities in public schools in Cagayan de Oro City during the school year 2025-2026, to inform framework development. The respondents of the study were the teachers in selected public schools in Cagayan de Oro City. The researcher purposively selected the thirty (30) teachers. The respondents assessed the extent of utilization of mobile assistive applications in enhancing learning outcomes for students with disabilities in terms of frequency and duration of use, feature utilization, user engagement level, context of use, and frequency of integration into learning tasks. Also, the study utilized the level of performance of students with disabilities using the mobile assistive applications as revealed by their pretest and posttest scores. The researcher employed non-probability sampling, specifically the purposive sampling technique, to select respondents for the study. Moreover, the researcher utilized a researcher-made instrument. Then, the data gathered were calculated, analyzed, and interpreted using the appropriate statistical tools. The findings revealed that Choiceworks, Google Read & Write/Google Accessibility Tools. Proloquo2Go, Seeing AI, and BookShare/ Audible are the most common mobile applications utilized by teachers in enhancing learning outcomes for students with disabilities. Also, the performance of students with disabilities significantly improves after the utilization of mobile assistive applications. A notable disparity exists in the performance levels of students with disabilities before and after teachers use common mobile assistive applications to enhance learning outcomes for these students. Mobile assistive applications are consistently utilized to improve learning outcomes for students with disabilities in terms of frequency and duration of use, feature utilization, user engagement level, context of use, and frequency of integration into learning tasks. A notable association exists between the extent of utilization of mobile assistive applications and the level of performance of students with disabilities, as indicated by posttest results. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may incorporate mobile assistive tools systematically within daily lessons to support diverse learning activities and enhance engagement; Students may promote regular engagement with mobile assistive applications to build familiarity and proficiency, ensuring the tools become an integral part of their learning routine; and Parents may encourage consistent application use at home to reinforce skills learned at school and foster a supportive learning environment outside the classroom.
