Effectiveness of Assistive Technology on Teaching Mathematics to Learners with Visual Impairments in Special Primary Schools in Kenya
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Date
2019-02
Authors
Chege, Mary Wairimu
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
There has been a problem in Mathematics of learners with VI as a result of inadequate
AT and reluctance of teachers to apply appropriate teaching strategies when teaching
Mathematics using AT in special primary schools. To address these problems, four
objectives were formulated to identify types of AT that were available, teaching
strategies, their role and factors that had influenced their use of the AT. Therfore, the
purpose of this study was to evaluate on effectiveness of Assistive Technology on
teaching Mathematics to learners with visual impairments in special primary schools for
learners with VI in Kenya. The study was guided by the Theory of Didactical Situations
in Mathematics (Brousseau, 1997). A descriptive research design was adopted to carry
out the study. The study was conducted in five counties namely: Kisumu, Siaya,
Mombasa, Meru and West Pokot. Purposive and stratified random sampling techniques
were used to sample the study participants. The researcher sampled the following study
participants, all from whom the study‟s data was collected: twenty learners with VI
selected from classes seven and eight, their ten teachers of Mathematics and the five
deputy head teachers of the selected special primary schools. The total study sample
therefore, comprised of thirty five participants. Interview guides, observation schedule
and observation checklist based on the four study objectives were used to gather the
information. Study data was analysed manually through narrative means using thematic
information arrangement approach following the order or chronology of the study‟s six
research objectives. The results were also presented through tabulations and brief
interpretation statements. The qualitative data generated from the structured interview
guides was analysed through descriptive statistics based on Statistical Package for Social
Sciences (SPSS) version 18.0. Main study finding was scarcity of AT in special primary
schools for learners with visual impairments in Kenya. Largely, Low-Tech Assistive
Technology was available while modern Mid-Tech and High-Tech Assistive Technology
were visibly lacking. Major factors noted to influence the use of AT were; TOM lacked
training in Mid-Tech and High-Tech AT, high cost of AT, costly maintenance and no
time set on the time table to teach AT skills. The findings also indicated that many
learners with VI had positive attitudes towards the use of AT in their learning of
Mathematics. The study concluded that; inadequate use of AT especially Mid-Tech and
High-Tech is real and this has contributed to lack of interest in working out Mathematics
problems leading to a decline of Mathematics performance; there is a training gap among
teachers of Mathematics on modern Mid-Tech and High-Tech AT and AT plays a vital
role in teaching Mathematics to learners with VI. Based on the findings, the main
recommendations were that: the government through Ministry of Education to allocate
more funds for the physical supply of AT to special primary schools for learners with VI,
ensure teachers of Mathematics are trained and also conduct regular classroom
supervisions to ensure efficient use of all available AT in the special primary school.
Description
A Research Thesis Submitted in Partial Fulfilment of the Degree of Doctor of Philosophy in the School of Education Special Needs Education Kenyatta University. February 2019