Influence of Mathematics Braille Proficiency on Mathematics Performance among Learners with Visual Impairment in Selected Special Secondary Schools in Kenya

Abstract

This study investigated the influence of mathematics Braille proficiency of learners with visual impairments mathematics performance in selected Kenyan special secondary schools. It sought to: establish the teaching strategies employed by the mathematics teachers in teaching learners with visual impairments; to explore learners opinions towards mathematics Braille; determine the mathematics Braille skills possessed by learners with visual impairments, analyze documentary evidence of mathematics performance by learners with visual impairments for four years and establish the relationship between mathematics braille proficiency skills and mathematics performance. Proficiency Model Theory guided the study by Stuart and Hubert Dreyfus (1980). The study employed descriptive research. The study targeted two special secondary schools for the blind in Kenya, namely; Kibos and St. Lucy's secondary schools for the blind, due to the large numbers of visually impaired learners in them as well as their long existence in the provision of the secondary level of education to learners with visual impairments. To get the specific informants for the study, the researcher employed the purposive sampling technique to get a sample size of 2 head teachers, nine mathematics teachers, and 44 learners, both boys and girls from both schools, specifically from forms two and three. Data were collected using questionnaires, interview schedules, observation checklists, and tests. The pilot study was conducted at Thika secondary school for the blind. The researcher employed both qualitative and quantitative approaches to data analysis. In the quantitative approach, the researcher used Statistical Package for Social Sciences, version 22, whereas narrative analysis and thematic approaches were used in the qualitative approach. The study findings revealed that the schools lacked enough resources for teaching mathematics braille; therefore, learners were likely not to be proficient in mathematics braille. The researcher also found the learners' negative attitude to be contributing to poor performance in mathematics. Furthermore, most of the learners did not possess mathematics braille skills, with most of them scoring below average in the braille test. The study also found that the majority of learners scored grade E in mathematics in their KCSE results. Finally, the study revealed a relationship between mathematics braille proficiency and performance in mathematics. The study recommended that the Ministry of Education deploy more resources for teaching mathematics in special secondary schools to aid in mathematics teaching. Head teachers and teachers in special secondary schools should re-examine ways of motivating LWVI to appreciate mathematics and have a positive attitude towards the subject and additional time for teaching and examining mathematics.