International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 7, Issue 4 (July-August 2025) Submit your research before last 3 days of August to publish your research paper in the issue of July-August.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 7 Issue 4
July-August 2025

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Determining Effective Technology-Enhanced Learning Resources for Inclusive Classroom Education of Vision-Impaired Students in Ghana.

Author(s) Rachel Annoh, Mary Adu Kumi, Ernest Gyan
Country Ghana
Abstract Analyses of Educational Technology Enhanced Learning (ETEL) resources required by students with vision impairment for advancing their learning as determinants of effective inclusive education, used mixed methods approach. 1532 students, including 60% fully sighted, 31.6% partially sighted, and 8.4% with no sight, responded to interviews on differential available, accessible and preferred ETEL resources relevant to their academic engagement and performance. Average rating for adequacy of available learning resources 3.10, std 1.140, indicates moderately adequate. Accessible resources rated 3.11, std 1.098 implies moderately accessible. ETEL resources improve speed, accuracy, scalability, and flexibility towards consistency at Kendall Coefficient of concordance (W), 0.434 Sig. (2-tailed) 95% CI. Effective ETEL resources include Available High-Speed Internet, Accessible e-textbooks, Regular software updates, Interactive Multimedia Content & Dedicated Technical Supports, and Cloud-based storage. T-statistic of 0.47 and p-value, 0.64 suggests no statistically significant difference in perceptions on ETEL resource adequacy between fully sighted and vision impaired students, meaning students share similar perspectives regarding adequacy of classroom resources for effective technology use.
Keywords Inclusive Classroom Education, Vision Impairment Problems, Students, Technology Enhancement Resources
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-07-05
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.49811
Short DOI https://doi.org/g9s9cb
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 4Cover Page Vol 7 Isu 3Cover Page Vol 7 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com