EFFECT OF COMPUTER ASSISTIVE TECHNOLOGY ON THE ACADEMIC ACHIEVEMENT OF SS ONE STUDENTS WITH VISUAL IMPAIRMENT IN ECONOMICS IN SCHOOL FOR THE BLIND
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Abstract
The study aimed to explore the impact of computer assistive technology on the academic progress of visually impaired pupils at Gindri School for the Blind. It primarily attempted to determine how screen read software would improve academic achievement of children with visual impairments in the classroom. The researcher employed a pre-test post-test experimental research approach, and seven participants from the target population were chosen for the study. Data were obtained using a teacher-created achievement test, and t-test statistics were utilized to analyze the results.
The study’s findings demonstrated that computer assistive technology devices have a considerable favorable impact on academic achievement among students with visual impairment. As a result, computer skills and the use of a computer screen reader improve academic performance among students with visual impairments.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Children with visual impairment require the greatest education possible, including the most effective teaching methods and resources available, in order to minimize the negative consequences of their handicap and develop and maximize their learning capacity. Visual perception is widely recognized as one of the primary means by which humans absorb information and comprehend their surroundings. In fact, visual perception accounts for the majority, if not all, of human information processing. However, some people (those with visual impairment) have this crucial visual organ injured (impaired), either severely or somewhat.
Without close ties to the missionaries, Nigeria, we cannot discuss western education for persons with visual impairments (PWVI). In contrast, western education was supported for more than a century prior to the Sudan United Mission (SUM) founding the first blind school in Gindri, Plateau State, in 1953. Although there are several schools in Nigeria now catering to the needs of the visually impaired, the Gindri episode, Abosi & Ozoji (1985), is credited as the pioneering experiment in the field of PWVI elementary education.
The experiences and interactions a learner has with his environment play a major role in the academic activities that will lead to his effective attainment. According to Abang’s (2005) observations, individuals with visual impairments face limitations in their experiences due to their reduced vision, which is the primary means through which humans perceive their surroundings. Abang also emphasized that touch is the next sense that people with visual impairments might feel if they lose their sight, but she issued a warning that touch has its limitations. In general, when assistive technology devices are properly included into the teaching and learning process, students with disabilities tend to learn better and retain what they obtain (training experience). In light of this, the purpose of this study project is to examine how computer assistive technology affects the academic achievement of visually impaired students.
As computer technology-based interventions have become more common in classrooms over time, there has been a growing expectation that students with visual impairments will make better use of these same technologies to boost their academic performance and increase their participation in class activities. The use of computer assistive technology in conjunction with newly developed software and improved adaptive devices may be the key to helping students with visual impairments (VI) achieve high academic standards, finish their education, and grow into more useful members of society.
The purpose of this study is to investigate the possible effects of computer assistive technology on the academic performance of SS1 students who are visually impaired in the subject of economics. Its goal is to investigate the effectiveness of using computer-assisted technology devices (CATD) to give well-planned and well-managed teaching. Examples of CADDs include word processing software and screen readers, which improve students’ academic achievement, topic knowledge, and skill acquisition.
1.2 STATEMENT OF THE PROBLEM
The victim of visual impairment is disadvantaged since he cannot fully benefit from typical classroom learning experiences. This has created significant obstacles and setbacks for people with visual impairments in terms of their academic performance and learning outcomes. Additionally, despite the introduction of tactile and some acoustic assistive technology devices in the teaching and learning process, there has been a decline in the academic achievement of visually impaired students. This study on the effect of Computer Assistive Technology Devices (CATD) on the Academic Achievement of Persons with Visual Impairment was motivated by the declining trend in the academic performance of visually impaired pupils.
1.3 OBJECTIVES OF THE STUDY
The main aim of this research is to investigate the impact of Computer Assistive Technology Devices on the academic achievement of SS1 Students with Visual Impairment (VI) in school for the blind, Gindri, Mangu Local Government Area of Plateau State. Specifically, the study intends:
i. To find out whether the use of computer screen reader has impact on academic achievement of students with visual impairment.
ii. To improve on the academic achievement of students, with visual impairment.
iii. To ascertain the effectiveness of computer assistive technology in the instructional planning for persons with visual impairment.
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