Abstract:
The main aim of this work was to find out the factors influencing the performance of students who have visual impairment, in Mathematics at O-level in the HVP Gatagara Rwamagana.
Objectives of the study:
1. To find out reasons for poor performance of learners with visual impairment in the subject of Mathematics
2. To determine the role played by students where their performance in Mathematics is concerned
3. To determine the part of teachers in the poor performance of students with visual impairments in mathematics.
4. To demonstrate the role of the school environment in the performance of learners with visual impairment in Mathematics
The study was conducted in the Eastern province, Rwamagana district, Kigabiro sector, Nyagasenyi cell and Rusave village, HVP Gatagara Rwamagana school. In this work, the target group was, all students from ordinary level who were173, 35 teachers, the deputy of studies and the principal, the whole population was 210 persons. The sampling size was 18 students from senior three who all have visual impairment, 15 students participated, 3 teachers, head teacher and deputy of studies. They were selected by using Stratified random sampling strategy. Data were collected by using questionnaires and interview. Questionnaires were for students and teachers while interview was for Deputy of Studies and principal.
The results of the work demonstrated that students who have visual impairment score poorly in Mathematics because of the following factors: insufficient teaching and learning resources such as textbooks in braille and other Mathematical materials used by students who have visual impairment, low skills of tutors in teaching Mathematics to students who have visual impairment, low self-esteem of students themselves where Mathematics is concerned. To rectify this situation, it would be necessary to provide students who have visual impairment with text books in braille or large prints, Mathematical materials such as boards and types or cuberithms, the appropriate geometrical sets and any other equipment which could help students who have visual impairment to understand and master the course. It would be necessary to provide the Mathematics teachers with sufficient knowledge of the materials they will be using in teaching students who have visual impairment and sufficient skills in braille reading and writing.
A research submitted to the College of Education at the University of Rwanda in partial fulfilment of the requirements for the degree of master of education leadership and management (elm).
