Teaching and Learning Resource Usage and Academic Performance of Visually Impaired Students in Basic Education Schools of Rwanda

Abstract

The effective usage of resources in teaching and learning especially among students having visual impairment improves the academic performance and enhances the completion of basic education. The purpose of this study therefore sought to find out the relationship between teaching and learning resources usage for visually impaired students and their academic performance basic education in Nyaruguru District in Rwanda. The study employed descriptive correlational analysis with a sample of 5 school administrators, 125 untrained teachers, 34 trained teachers, 186 visually impaired pupils and 5 librarians. The study employed a descriptive correlational analysis with a sample of 5 school administrators, 125 untrained teachers, 34 trained teachers, 186 visually impaired pupils, and 5 librarians. The study utilized a mixed-method approach, with respondents and key informants chosen through purposive and random sampling. Slovin's technique yielded a research sample of 188 respondents. The data was analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed that 84.7% strongly agreed that they use braille; 84.8% strongly agreed that they use the slate and stylus; 72.9% strongly agreed that they use the orbit reader; 51.0% strongly agreed that they use cubes and cuberythms; and 85.7% strongly agreed that they use plastic papers and drawing boards in their learning as a visually impaired student. It was also noted that 72.4% strongly agreed that students with visual impairments should sit for a second sitting; 91.8% strongly agreed that the number of repeats among students with visual impairments is high due to inadequate materials. Furthermore, the study indicated that there is a statistical significant positive relationship between teaching and learning resources usage for visually impaired students and their academic performance basic education in Nyaruguru District in Rwanda. The study recommends that educational institutions should have access to knowledge resources such as qualified teachers, up-to-date and sufficient computer and internet infrastructures upkeep and renovation of physical places of confinement, supply of appropriate library resources. Government intervention should be limited in the oversight of colleges and universities by boards of trustees; academic freedom and autonomy among institutions must be upheld. MINEDUC should supply for both public and private institutions the material that is able to be used by visually impaired students and give training to the teacher on how to use those materials. Keywords: Teaching and learning resources, Basic education, Visual impairment and students’ performance.