C. Study hypotheses

By reviewing previous studies on functional curricula for students with intellectual disabilities, the study hypotheses can be formulated as follows:

1. There are no statistically significant differences at a 0.05 significance level in the score averages of independence skill aspects of the experimental group before and after applying the functional curriculum.
2. There are no statistically significant differences at a 0.05 significance level in the score averages of independence skills between the group that was taught the functional curriculum and the control group after adjusting the pre-assessment differences in independence skills.