Teachers’ Pedagogical Practices and Their Implications on Academic Performance of Learners with Low Vision in Selected Schools in Botswana
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Date
2025-10
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Kenyatta University
Abstract
Teachers’ methods of instruction have a major effect on learners' academic performance. This is true for learners with disabilities such as those with low vision (LV), who do not often benefit from methods used to teach their non-disabled peers. The objectives of this research were to establish how teaching strategies used to deliver the core curriculum influence the academic performance of learners with LV, explore how the provision of the Expanded Core Curriculum (ECC) affects the academic performance of learners with low vision, assess how adaptations to the learning environment impact the academic performance of learners with LV and evaluate how school administrators’ support for teaching influences the academic performance of learners with LV. The Classical liberal theory of equal opportunities guided the study. The study employed a descriptive survey research design, utilizing both quantitative and qualitative approaches. Purposive sampling was used to select Phatlhogo Primary School in the North East Region and Matsieng Primary School in the Kgatleng Region, whereas census sampling was used to obtain the entire population of teachers and administrators of the two primary schools that integrate learners with visual impairment (VI). Participants in the study included twenty-four (24) special education teachers, forty-three (43) regular teachers, and two (2) school administrators. A sample of six (6) with three (3) officers from the Ministry of Education and Skills Development - Department of Special Support Services and three (3) VI SPED teachers from the only Junior Secondary School – Linchwe in Kgatleng, integrating learners with VI, was used for pilot testing. Data was collected through questionnaires, interview guide, observation guide and document analysis guide. Content validity was undertaken for the research instruments. Cronbach's alpha was used to determine the instruments’ reliability. Quantitative data acquired from the surveys was analysed using Statistical Package for the Social Sciences (SPSS) version 28. Interviews were transcribed and data was analyzed thematically. Participants’ informed consent was sought alongside ensuring their anonymity and confidentiality on data given. The study established that teachers used different teaching strategies that maximize learning opportunities for learners with LV which include cooperative learning and differentiated instruction in their curriculum delivery. Botswana schools were committed to including learners with LV, but there were inconsistencies and resource limitations. Improvements are needed in communication, standardized practices, resource availability, teacher training, and collaboration. Schools prioritized braille literacy and some learners with Individual Educational Programs (IEPs) performed above average. However, there were shortages in essential tools like assistive technology and lack of clear policies for consistent support to aid in teachers’ pedagogical practices and contribute to the academic performance of learners with LV. The study recommends the introduction of ECC for learners with VI, a special needs education policy that includes teacher training plans, job descriptions, and adequate resource allocation. It also suggests national frameworks and standardized practices for assessment and IEPs. Further research should focus on the impact of assistive technologies and standardized practices.
Description
A Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education (Special Needs Education) in the School of Education and Lifelong Learning, Kenyatta University, October 2025.
Supervisors
1. Dr. Margaret Murugami
2. Prof. Teresa Mwoma