Masters Degree Dissertations

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12504/124

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Access to assistive technology by university sudents with visual impairment inTanzania
(Kyambogo University (un published work), 2018-12) Hozza, Mercy Said
The purpose of this study was to explore access to assistive technology by university students with visual impairment in Tanzania. The study was conducted in two public universities with in Dar es Salaam region in Tanzania. The study was based on Human Activity Assistive Technology (HAAT) model by Cook & Hussey (2008). The study employed case study research design \\'here qualitative methods were used. The study targeted a population of students with visual impairment enrolled in public universities. Braille transcribers and an officer working with Tanzania League of Blind (TLB). A sample of thirteen respondents was selected from nineteen people. Purposeful sampling procedure was applied to all the participants. The instruments used for collecting data were interview schedules. Focus Group Discussion (FGD) guides and observational schedule. To ensure validity and reliability of the instruments. a pilot study was conducted. Findings were presented using thematic analysis. The major finding was that assistive technology is generally not yet being accessed by all students with visual impairment in universities in Tanzania. The study concluded that government should guarantee good quality assistive technology to students with visual impairment in public universities within Tanzania by providing human and financial resources as a way to reinforce the Education and Training Policy ( 1995) which was geared towards achieving education for all.
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(Kyambogo university [unpublished work], 2020-02) Odong, David Newton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.
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.
Information and Communication Technology (ICT): it’s use in teaching students with low vision in secondary
(Kyambogo University, 2021-05) Mukhwana, Michael
The advancement in technology has revolved the teaching process world over making ICT one of the essential pedagogical tools for enhancing teaching for ‘All’. There has been a gap between ICT as a subject and integrating adapted ICT resources as a pedagogical tool to enhance teaching across all disciplines for Students with Low Vision (SWLV). This study, therefore, examined the use of ICT in teaching SWLV in Secondary Schools in Mukono District, Uganda. The study was guided by objectives, namely; the nature of ICT resources; teacher preparation in ICT and the use of ICT in teaching SWLV. The study was guided by Human Activity Assistive Technology (HAAT) model as a theoretical framework to try and understand how ICT resources are used in teaching SWLV. A case study design of the qualitative approach was used. The target population for this study was the Secondary Schools teachers and SWLV who were purposefully selected to participate. The semi-structured interviews and observation methods were utilized in collecting the data. The data obtained were thematically analysed to derive meaning from them. The findings revealed that Secondary Schools barely had low-tech ICT resources while high-tech ICT resources were available but inadequate. The teachers had generic basic informal ICT training without specific training in adapting and integrating ICT resources in teaching SWLV while ICT is minimally utilized during the teaching process while science-based subjects were challenging to use ICT resources as a teaching tool and the biggest obstacle towards adapting ICT resources to teach SWLV is lack of sufficient specific training. The study concluded that schools had inadequate appropriate ICT resources for teaching SWLV; teachers were not adequately prepared to use ICT as a pedagogical tool while the level of ICT integration in teaching remains at an initial stage in Secondary Schools. The study, therefore, recommends that more appropriate ICT resources for SWLV be made available in Secondary Schools by the Ministry of Education and Sports (MoES) and other stakeholders. In addition, more in-service and preservice training opportunities for teachers in adapting and integrating ICT to teach SWLV should be accorded while collaborative practice between Secondary Schools should be encouraged.
Participation of adults with visual impairment in literacy skill development programmes a case study of Tabora municipality, Tanzania
(Kyambogo University (un published work), 2019-11) Elisha, Suleiman Ibrahim
This study investigated participation of adults with visual impairments in literacy skills development programmes. Provision of adult literacy skills in Tanzania concern itself primarily with the acquisition of writing, reading and numeracy (3Rs) by adults as well as their use in their daily activities. These skills help adults including those with visual impairment to become independent and enjoy social interaction. However, participation of adults with visual impairments in adult literacy programmes seems to be low in Tabora Municipality in Tanzania. The study applied qualitative research approach and case study design. Research paradigm applied was critical or transformative. The target population included adult learners with visual impairment, educators, head of schools, education officers and community development and social worker. The study used purposive sampling. Interview and observation guides were used to collect data which were then analysed thematically. The findings revealed that there was low participation of adults with visual impairments in literacy skills development programmes in Tabora Municipality because of inherent conditions such as age, low self-esteem and low intrinsic motivation, negative socio-cultural beliefs and practices, incompetency of educators and inadequate resources. However where there was high self-esteem, intrinsic motivation, positive socio-cultural beliefs and practices, competent educators and adequate resources, their participation improved. It is recommended that guidance and counseling be provided to address the negative attitude of the learners and the community. In addition competencies of educators need to be strengthened. The institute of adult education should ensure that teaching and learning or instructional materials are available.
Provision of reasonable accommodation for teachers with visual impairment in government schools in Soroti municipality
(Kyambogo University (un published work), 2019-11) Obany, Sylvia
This study focused on exploring provision of reasonable accommodation for teachers with visual impairment in government schools in Soroti Municipality. The study explored the working conditions of teachers, established the adaptations in place and determined circumstances influencing provision of reasonable accommodation for these teachers Qualitative approach was used to collect data. Purposive random sampling was used to get sample of 17 participants, all were reached and interviewed. They include; (04) head teachers (11) teachers with visual impairment (01) Education Officer In charge SNE and (01) member of the District Service Commission (DSC)representing Persons with Disabilities (PWDs).Data was collected using an interview guide. Data analysis was done through description of the findings. The study found out that; there is limited awareness on what reasonable accommodation is among participants. No reasonable accommodation measures provided to teachers at their work place. Teachers with visual impairment use their spouses /relatives to support them in their professional duties. There is need for sighted guides to support teachers work with ease. There is negative attitude towards working with teachers with visual impairment. Limited resources / financial support in schools impede provision of reasonable accommodation. The study recommended that; Awareness on reasonable accommodation be created in schools, Education Office, DSC. Reasonable accommodation should be provided in job procedures and the physical environment. The government of Uganda should enhance affirmative action in relation to employment of teachers with visual impairment. Sighted guides should be employed.
Provision of reasonable accommodation to employees with visual impairment by organisations of and for persons with disabilities in Kampala metropolitan area
(Kyambogo University [unpublished work], 2023-10) Twinomujuni, Eria Samuel
The purpose of the study was to explore the provision of reasonable accommodation to employees with visual impairment (EwVI) in organizations of and for persons with disabilities in Kampala Metropolitan Area. The objectives of the study included exploring the perceptions of employers towards the provision of RA to employees with visual impairments among organizations of and for PWVI, establishing the working conditions for EwVI in organizations of and for PWVI, and analyzing the adaptations at the workplace to enable EwVI to work comfortably. An exploratory study design was used and the study was qualitative in nature. Semi-structured interviews were used to collect data. The study participants were thirteen (13), 10 of whom were EwVI and 3 were employers, and these were all selected by use of purposive sampling. The study findings revealed that employers largely had positive attitudes towards the provision of RA to EwVI as recognition for them being contributing agents towards the performance of the organizations, although they found them to be expensive. Yet, the negative attitudes of a few employers towards the provision of RA were largely due to a lack of awareness of their needs, seeing it as a burden and accusing EwVI of poor performance. The study findings also revealed that the majority of EwVI were faced with poor working conditions due to unfavorable work policies that included too much workload with short deadlines, a lack of consideration for salary and transport enhancement, and working under uncomfortable and obstructive work stations. The only favorable working conditions reported by employees with visual impairments were expressed by PWVI, especially the workplace interactions where they freely interacted with their workmates. Lastly, the study findings also revealed that there was a general lack of adapted technology for PWVI in the workplace. The adaptations that were expected included computer application software, information in an accessible format, an obstacle-free physical environment, and ramps for easy mobility, among others. However, a few EwVI had some adapted technological devices, including computers with jaws, screen-reading software, and smartphones with free internet services. It was recommended that employers should be sensitized to be non-discriminative against EwVI, provide them with sighted guides, provide flexible work schedules, cover transport expenses of EwVI, adapted technology and information in different accessible formats, provide adapted computers and smartphones with jaws, digital voice recorders and braille embossers as well as lenses, and modify the physical environment by covering the potholes, removing the tree stamps and broken bricks for easy mobility. Further research was recommended on perception of employers towards the employment of persons with visual impairment in the private sector in Uganda.
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.
Teachers' competencies in conducting functional low vision assessment of learnersininclusive primary schools in Arua district
(Kyambogo University(unpublished), 2019-10-30) Firuah, Agnes
This study investigated the teachers ' competencies to conduct functional low vision assessment of learners in inclusive primary schools in Arua District, Uganda. It sought to explore the ways in which teachers conduct functional assessment of learners with low vision, to investigate the availability of tools used to conduct functional assessment, examine the social and psychological factors which influence functional assessment and to investigate other accessible sources of functional assessment. The study adopted the qualitative research approach with help of a descriptive research design. Purposive sampling was used to select participants and data were collected by use of interview schedules and observation schedules from 25 participants consisting of Education Officer, teachers' parents and learners with low vision in the three selected primary schools and analyzed by use of thematic content analysis. Analysis of data was done by use of the thematic analysis method whereby participants' responses were categorized in themes and subthemes. The findings revealed that; teachers were not competent enough to conduct functional assessment of learners with low vision in inclusive schools. Most schools did not have tools for conducting functional assessment of learners with low vision, there was low teachers -pupil ration, in adequate ways to conduct functional assessment by teachers, and unassessed admission of learners with low vision. It was concluded that teachers ' carryout functional assessment using preparation of assessment tools and that the E-chart was the most popular assessment tool used. It was further concluded that familiarization with the learner was the main social and psychological factor that influences assessment of learners and that Arua hospital was the major place for functional assessment. It is recommended that, the government of Uganda should consider refresher courses to teachers who are teaching learners with low vision on how to conduct functional assessment, should provide tools to conduct functional assessment, should enhance training of more special needs teachers, should motivation teachers in inclusive schools, and should conduct regular supervision and monitoring programmes for functional assessment. The findings will help to assist the policy makers, educators and the whole community to improve on conducting functional assessment of learnei·s with low vision in inclusive schools. Lastly, this study recommend the following areas for further research; challenges encountered by teachers in conducting functional assessment of learners with low vision in inclusive schools, and the parental influence in conducting functional assessment of learners with low vision in inclusive schools.
The teaching of mathematics to students with low vision at Iganga secondary school in Iganga district in Uganda
(Kyambogo University [Unpublished work], 2018-12) Bugohe, Peter
The purpose of the study was to investigate "The Teaching of Mathematics to Students with Low Vision at Iganga Secondary School." The objectives of the study included the strategies teachers use in teaching mathematics, challenges experienced by teachers in teaching mathematics and support provided to teachers by the school in teaching mathematics to students with low vision in secondary schools in Iganga District. The study was based on qualitative approach. The target population included Head teacher, Teachers and Students with Low Vision at Iganga Secondary School totaling to about 100. The sample of the study included 1 Head Teacher, 5 Teachers and 9 Students with Low vision. Purposive sampling techniques were used to determine participants. The instruments for data collection were semistructured interviews. A pilot study was conducted to test the validity and reliability of the study instruments. The use of group work, use of summarized mathematics handouts, provision of extra time and observing proper sitting positions of students with low vision during instructional process were the major findings on objective one of the study. The fear of mathematics by students with low vision, negative attitudes towards students with low vision, lack of adapted teaching materials, failure to provide large print graph papers by UNEB and difficulty in teaching some topics in mathematics such as Construction, Bearing, Trigonometry and Further vectors, were the main findings on objective two. Involvement of external examiners, provision of teaching facilities, facilitation of teachers to attend external workshops and seminars on mathematics and sharing of ideas during mathematics club activities within the school were the major findings on objective three. According to the findings on objective one, the conclusion is that, there is need to explore more strategies suitable in the teaching of mathematics to students with low vision in secondary schools. The conclusion on objective two is that, there is need to train mathematics teachers in secondary schools on the problem solving skills in regard to managing students with low vision in order to overcome any possible challenge encountered. Basing on the findings on objective three, the support given to teachers by the school in the teaching of mathematics to students with low vision in secondary schools is inadequate. The general conclusion of the study focuses on the use of multi-disciplinary approach as fundamental in improving the teaching of mathematics to students with low vision in secondary schools. The recommendations of the study among others were as follow; Government should enact a policy to guide teachers in the teaching of mathematics to students with low vision in secondary schools, Secondary schools should ensure mandatory assessment of students with low vision to establish their actual learning needs as a basis for determining appropriate interventions, there is need to sensitize all stakeholders on reasonable accommodations for students with low vision in mathematics in secondary schools, Secondary schools should provide adequate support to teachers to enable them effectively teach mathematics to students with low vision.
Use of assistive technologies in teaching and learning of learners with visual impairment in primary schools in kasulu district, Tanzania
(Kyambogo University [unpublished work], 2023-04) Bahati, John Karusha
This study examined the use of ATs in teaching and learning of LwVI in primary schools in Kasulu District, Tanzania. It was guided by three objectives namely; to establish the available ATs for teaching and learning of LwVI; to examine how ATs are used to facilitate the teaching and learning of LwVI, and investigate how ATs might be enhancing the learning of LwVI in primary schools. The study was guided by the Delone and Maclean (D&M) IS Success model as a comprehensive theoretical framework to examine how ATs are successfully used to facilitate the teaching and learning of LwVI. A case study design under a qualitative research approach was adopted and the data was collected using two methods namely; observation which was conducted to analyze the available ATs and other enabling infrastructures for use of ATs; then interviews, where semi-structured interviews were held with twelve participants in categories of teachers; the deputy head teacher; learners with visual impairments, and a District special Needs Education Officer. The data obtained was subjected to thematic analysis to generate meaning for inferences. The study reveals that primary schools have some ATs but many of them are not available and those that are available are not sufficient to cater for LwVI. On another side, the school is constrained with limited collection of low-tech ATs and extremely few high-tech ATs and that some of the available ATs are not operating due to breakdown and lack of repair. It also shows that the use of ATs is hindered by poor infrastructure. Though limited, teachers and LwVI were making use of ATs in different ways and the learning of LwVI was therefore to some extent enhanced. The study, therefore, concludes that the schools had very few ATs, the use of ATs in primary schools was limited due to existing challenges, and the learning of LwVI was slightly enhanced. Lastly, the study recommends that efforts be made by stakeholders including the MoEST in collaboration with the PO-RALG, TIE, NGOs should equip primary schools with ATs and put in place necessary enabling infrastructure, improve pre-service and in-service teacher training programs. The study further recommends proper budget allocation to cater for acquisition of ATs for primary schools in Tanzania if learning among LwVI is to be enhanced.
Use of information and communication technology in training pre service student teachers’ with visual impairment in Bishop Willis Teachers’ Training Institute, Uganda
(Kyambogo University [unpublished work], 2023-11) Elipu, Stephen
Information and communication technology (ICT) in education has swiftly advanced across the world. This is caused by the reforms that are taking shape in education including teacher education, special needs education and legislative provisions. To cope up with these (ICT) reforms and developments that are taking place in different sectors including education, initiatives are being set up as informed by research. In this study, the researcher explored how ICT is used in the Training of pre-service students with visual impairment (SwVI) in Teachers Training Institutes to use it as a pedagogical tool. This study was carried out in Bishop Willis Teachers’ Training Institute in Eastern Uganda. The researcher used Human Activity Assistive Technology model (HAAT) to explore how humans make use of the assistive technology (ICT) to perform an activity. The researcher used qualitative research approach with a case study design. Through this approach and design, the researcher collected data using semi structured interviews and non-formal observation. Ten (10) participants took part in the study. They included three (3) tutors and seven (7) SwVI. Data was analyzed thematically. The presentation, interpretation, analysis, and discussion of findings were backed by the Human Activity Assistive Technology (HAAT) model and the literature reviewed in chapter two. The researcher chose the relevance of HAAT in picking information that would be used in understanding how both human and nonhuman resources are useful in training SwVI to use ICTs as pedagogical tools. During and after presenting, interpreting, analyzing, and discussing the findings four major issues were exposed. The first issue that emerged from the findings was that tutors had inadequate training in the use of adapted ICT for training SwVI to use it as a pedagogical tool. Findings further showed that, although tutors are engaged in teaching/integrating ICT in their subject lessons for teaching pre-service teachers with visual impairment, there is a need to retool them (tutors) on the use of adapted ICT for persons with visual impairment. Secondly, findings revealed that the available computers did not have accessible soft wares for SwVI to make use of ICT as a pedagogical tool. The findings further indicate that those SwVI who had their personal smart phones made use of them for academic purposes. The third issue that emerged from the findings show power shortages as a barrier affecting the planned use of ICT by tutors while training SwVI. Lastly the findings show negative attitude from some SwVI in using ICT as a pedagogical tool. Recommendations made include; ministry of education and sports with other partners to invest highly in ICT for SwVI in Teachers Training Institutes, regular training of tutors on adapted ICT for persons with visual impairment and sensitizing SwVI the values of adopting ICT in education as a sector.

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