IMPACT OF ELECTRONIC BRAILLE NOTE-TAKING DEVICES ON ACADEMIC PERFORMANCE OF LEARNERS WITH VISUAL IMPAIREMENT IN SELECTED SPECIAL PRIMARY SCHOOLS IN KENYA

Abstract

Academic performance of learners with visual impairment in Kenya has been dismal over the years. Researches on performance for the visually impaired learners have pointed at various factors among them teachers’ attitudes, teaching environment, facilities, parents’ attitudes, setting of exams and time among other factors. Little has been attributed to lack of technology and limited use of technology which is the question for this study. Various technological advancements, including Electronic Braille note-taking (EBN) devices, have been developed and are now readily accessible for utilization. This study therefore intended to examine the impact of EBN devices on academic performance of visually impaired learners in special primary schools in Kenya. The study was guided by the following objectives: to determine the adequacy of electronic Braille note-takers, to determine the teachers’ preparedness on the utilization of electronic Braille note-takers in Braille instruction, to find out the learners’ attitudes towards the use of electronic Braille note-taking devices in learning and to deduce the impact of EBNs on the performance of learners with visual impairment in primary schools in Kenya. This study was directed by the theory of technology acceptance model (TAM). TAM centers on the connections that take place between an individual's perception of technology and their subsequent behaviour in using that technology. The study used a descriptive design while applying both quantitative and qualitative approaches. The study targeted a population of 15 Special schools with a population of 1982 learners, 238 teachers and 15 headteachers. Six special schools were deliberately selected for sampling: St. Francis Special School in West Pokot County, Kiomiti Special School in Kisii County, Marigat Special School in Baringo County, Korara Special School in Bomet County, Thika Special Primary School in Kiambu County and Kibos Salvation Army School for the Visually Impaired in Kisumu County. The data collection tools were piloted at Likoni Special School for Visually Impaired. The findings of the pilot study were subjected to Cronbach Alpha reliability test and Validity Coefficient Index to ensure the validity and reliability of the tools. Descriptive and thematic analyses were conducted on the data, with the results presented through tables and figures. The study's findings revealed insufficiency in the availability of EBN devices in schools catering to visually impaired learners. The teachers in special schools for the Visually Impaired learners were not well prepared to incorporate EBNs in instruction. The LVIs in Kenyan special primary schools exhibit a highly favourable disposition toward the integration of EBNs in their educational practices. The utilization of EBN devices has shown a positive influence on the academic achievements of the learners. These findings are intended to serve as valuable insights for the government and stakeholders of schools catering to visually impaired learners, urging them to enhance the supply and distribution of EBN devices to improve their sufficiency. Additionally, the study recommends the establishment of dedicated time for regular training sessions, both for learners and teachers, to effectively incorporate EBNs in teaching and learning processes.