Masters Degree Dissertations

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Browsing Masters Degree Dissertations by Subject "Learners"

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    Access to low vision devices by learners with low vision in inclusive primary schools in Lango sub-region, northern Uganda
    (Kyambogo university [unpublished work], 2020-02) Odong, David Newton
    The purpose of the study was to investigate access to low vision devices by learners with low vision in inclusive primary schools in Lango sub-region. The study was conducted within three districts and one municipality within the region. The objectives of the study were; to examine the low vision devices available for use by learners with low vision, establish the knowledge of learners with low vision in using low vision devices; and to investigate the challenges faced by learners with low vision in using low vision devices. A qualitative approach with in terpretivist paradigm and a case study design was used. A sample of 28 participants was selected from a population of 121 people. Data was collected using interview schedules, questionnaires and focus group discussion (FGDs) guides. Interviews were used to collect data from headteachers, questionnaires used to collect data from teachers; and focus group discussion guides used to collect data from learners with low vision. Ethical . considerations were observed by ensuring confidentiality of the participants. Data from different instruments were presented in a tabu lar form. Interpretation and analys is of results were done and di scussions plus recommendations of the findings were made. The study found that, " learners with low vision and their teachers had inadequate knowledge of using some low vision devices and no low vision services were being done in schools to determine the kind of low vision devices to be used. Some schools were found to have enrolled more learners with low vision compared to the number of devices and trained teachers that they had. The study concluded that; most devices used by learners with low vision in inclusive primary schools were non-optical devices like audio books, brailed materials, large prints on boards and large print books. The study also concluded that; learners with low vision and teachers of learners with low vision had knowledge of using only non-optical devices, but had difficulties using some optical and electronic devices. The study recommended that; teachers and learners with low vision be trained on the use of all low vision devices, and that; functional vision assessment be carried out to determine the kind of low vision devices to be used by learners with low vision.
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    Improving Mathematics Instructions for Secondary Schools Learners with Visual Impairment in Kilimanjaro and Tanga Regions Tanzania (The role of Mathematics and Science Plan)
    (Kyambogo University [unpublished work], 2018-11) Mbago, Jerome Vicent
    The study aimed at investigating the role of mathematics and science plan on improving mathematics instructions for secondary schools learners with visual impairment in Kilimanjaro and Tanga regions Tanzania. The study was guided by four objectives which were; First, to examine mathematics teaching methods used in teaching learners with VI Second, to determine the mathematics teachers' competencies to teach learners with VI. Third, to examine whether mathematics mode of assessment in use consider the special needs of learners with VI. And lastly, to examine instructional challenges faced learners with VI during learning mathematics. The study used qualitative approach. Semi-structured interview was chosen as the main data collection method. In addition to semi structured interview, non participant observation was also used. To ensure reliability and validity of the results, the tools used were piloted and examined and made unambiguous. Interview scripts were checked several times to check consistency and comprehensibility. In order to generate in depth knowledge of the phenomenon, purposive sampling was used to get participants of the study which involved four mathematics teachers teaching students with VI two from each school, four students with VI two from each school and the Director of special education from the MoEST making a total of nine participants. Data were analyzed using thematic analysis where interview transcription and coding was done to obtain the main themes and categories. Presentation and discussion of the findings was done regarding the emerged themes and categories supported by the verbatim quotes from the participants to ensure validity of the findings. The study findings indicate that teaching and learning mathematics to involve: expository teaching method, remedial sessions and ineffective group discussions; mathematics assessment adaptations including alternative format of questions, additional time, separate examination rooms and examination papers presented in braille format for blind students and large prints for low vision students. The findings show moderate collaboration between mathematics teachers and specialist teachers of students with VI, students with VI were supported by the specialist teachers and lack of cooperation and support between sighted learners and learners with VI in mathematics subject. The main findings revealed challenges encountered by students with VI in learning mathematics to include: shortage of skilled mathematics teachers, shortage of mathematics teaching and learning materials, lack of knowledge of using mathematical devices both to students and their teachers. The study also revealed negative attitude of students, mathematics teachers and teachers with VI towards mathematics. The study recommended the government through the MoEST to incorporate specialized training of mathematics in the curriculum of teachers training colleges in order to produce enough teachers with skills and ability to teach mathematics subject to learners with VI in primary and secondary schools. The MoEST should consider in-service teacher training considering areas of knowledge of braille and mathematics braille notations, the use of specialized devices, knowledge of mathematics subject itself and knowledge of how to teach students with VI. For effective teaching and learning of mathematics to learners with VI, instructional materials such as mathematics text and reference books in braille, curriculum which stipulate clearly all possible modification and the specific needs of the VI students and modern technological learning materials should be considered. The ministry of education should raise awareness on the importance of mathematics to students with VI.
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    The role of educational technology in teaching reading to learners with visual impairment in inclusive primary schools in Kumi municipality, Kumi district
    (Kyambogo University (un published work), 2019-11) Adeke, Angella Rose
    Educational technology is considered to be playing a great role in the teaching of reading to learners with visual impairment in inclusive primary schools. This study investigates the role of educational technology in teaching reading to learners with visual impairment in inclusive primary schools. The study further sought to establish the types of educational technology teachers use in teaching reading to learners with visual impairment in inclusive primary schools, the relevancy of using educational technology and challenges teachers face when using educational technology. The study adopted a qualitative case study design in which three schools were investigated. They were eighteen (18) respondents in this study which included three (3) headteachers, six (6) teachers, and nine (9) learners with visual impairment. One on one semi structured interviews were administered to headteachers and teachers, focused group discussions were conducted for the learners. For purposes of corroboration, relevant documents related to educational technology in the schools were analyzed. The findings from this study indicate that, the types of educational technology teachers use include, Brailed educational materials, recorders and magnifying lenses. The study further reveals the relevance of educational technology as: Motivates learners to learn with high interest, builds confidence, promotes positive attitudes in learners, allows sharing, makes learning process real and increases learners’ interaction. The challenges experienced by teachers in using educational technology were inadequate knowledge and skills among teacher, high expectations among parents and inadequate parental involvement. The study concluded that the teachers use different types of educational technology which is relevant to the teaching of reading to learners with visual impairment. The study recommends that government should reduce the number of teacher pupil ratio and sensitize different and to give teachers refresher courses on how to teach reading to learners with visual impairment.