International Journal For Multidisciplinary Research

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

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The Role of Technology-Enhanced-Learning Strategies in Advancing Science Education of Vision-Impaired Students in Ghana.

Author(s) Rachel Annoh, Mary Adu Kumi, Ernest Gyan
Country Ghana
Abstract Educational Technology-Enhanced Learning (ETEL) strategies that advance science education of students with vision impairment was evaluated, focusing on student preferences and benefits of integrating TEL strategies in inclusive classroom education. Using mixed methods approach, 1532 students, including fully sighted, partially sighted, and students with no sight, responded to interviews on differential available, accessible and preferred ETEL strategies relevant to their academic engagement and performance. The average rating for strategies used by teachers 2.20, standard deviation 0.973, indicates that, students perceive the strategies as underutilized overall. Engagement level of strategies score 3.07, standard deviation 1.133, suggests moderate engagement. F-statistic 0.46 and p-value 0.63 indicates no statistically significant differences in perceptions of strategy engagement among the three vision status groups. Effectiveness of strategies in supporting student understanding of complex science subjects, rated 3.08, standard deviation, 1.142, reflects generally helpful strategies. Frequency of student participation in lessons where ETEL strategies are used rated, 3.10, standard deviation 1.137, indicating moderate participation levels. preferred ETEL strategy is Hands-on activities with assistive tools, employed by 31.4%.
Keywords Keywords: Inclusive Classroom Education, Vision-Impaired Students, Educational Technology-Enhanced-Learning Strategies
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-01
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.51912
Short DOI https://doi.org/g9vzhz
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