Impact of Integrating Assistive Technologies in Learning Mathematics among the Visually Impaired Learners in St. Oda School, In Siaya County Kenya

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dc.contributor.authorOnyancha, Fred Nyakwara
dc.date.accessioned2021-02-02T06:38:02Z
dc.date.available2021-02-02T06:38:02Z
dc.date.issued2020-10
dc.descriptionA Research Thesis Submitted to the School of Educationin Fulfilment of the Requirements for the Award of the Degree of Master of Education of Kenyatta University, October 2020en_US
dc.description.abstractAssistive Technologies (ATs) is defined as a piece of equipment or a product system or a hardware/ software or service used to increase, maintain or improve functional capabilities of learners with visual impairment. This study focused on how the ATs could support the learning of Mathematics for the Visually Impaired Learners in St. Oda School for the Blind in Kenya. The study was guided by four objectives: (a)to investigate available forms of ATs used to support the learning of Mathematics among the Visually Impaired Learners (b) to establish the challenges experienced by the Visually Impaired Learners in learning Mathematics using ATs in St. Oda School for the Visually Impaired Learners(c) to determine the level of integration of ATs in the teaching and learning of Mathematics for the Visually Impaired Learners in the school understudy and (d) to establish the impact of integrating ATs in learning Mathematics among the Visually Impaired Learners in St. Oda School for the Visually Impaired Learners. The target population comprised of the Visually Impaired Learners in St.Oda School for the Visually Impaired in Kenya. The study used a descriptive survey design. A stratified random sampling technique was used to sample the learners according to class and gender, and the sample size was taken at 13.6 percent. The purposeful sampling technique was used to get the Mathematics teachers who gave the ATs facilities and services to the Visually Impaired Learners. The questionnaires, interview schedules, observation schedules and observation checklist were employed for data collection. In assessing the reliability and validity of the research instruments, piloting was done at Kibos School for the Blind and the data collected was coded and analyzed manually using descriptive statistics. The measures of central tendency, percentages, frequency distribution tables, and graphs were used. The study established that Assistive Technologies for the teaching and learning of Mathematics in the school were inadequate. The research indicated that the learners had challenges in utilizing ATs that supported learning of Mathematics like the abacus. The study also established that there were other challenges like the thirty-five- minute Mathematics lesson proved tedious. Based on the data collected, the level of integration and the impact of ATs in the learning of Mathematics ranged between average (50 percent) and zero. With these findings, the impact ofATs in the learning of Mathematics for the Visually Impaired Learners ranged between average (50 percent) and zero.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21303
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectAssistive Technologiesen_US
dc.subjectMathematicsen_US
dc.subjectVisually Impaireden_US
dc.subjectLearnersen_US
dc.subjectSt. Oda Schoolen_US
dc.subjectSiaya Countyen_US
dc.subjectKenyaen_US
dc.titleImpact of Integrating Assistive Technologies in Learning Mathematics among the Visually Impaired Learners in St. Oda School, In Siaya County Kenyaen_US
dc.typeThesisen_US
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