Extensiveness of Securing Education for Visually Challenged Pupils Project on Improving Pedagogical Skills among Teachers for Visual Learning in Classrooms at Moivaro and Arusha Primary Schools, Tanzania

Abstract

This study evaluated the extensiveness of the Securing Education for Visual Challenged Pupils Project on improving teachers’ pedagogical skills to help pupils with visual disturbances in classrooms in Moivaro and Arusha Primary schools in Tanzania. The summative evaluation study employed a convergent design under a mixed-method research approach guided by the Context Input Process Product evaluation model. The target population of the study was 1045. The probability and non-probability techniques were employed to select 131 respondents. Interview and observation guides were used to collect qualitative data, whereas questionnaires were used to collect quantitative data. The validation of data collection instruments was ensured by research experts. The reliability of qualitative data collection was established through triangulation. Quantitative data were analysed descriptively with the aid of SPSS version 22 by using means, frequencies, and percentages. Quantitative data was analysed thematically. The study found that securing education projects to a high extent improved pedagogical skills among teachers at Moivaro and Arusha primary schools. The study concluded that the project had successively achieved its goal of improving teachers' pedagogical skills. The study recommended that teachers should get regular, continuous professional development courses to improve their pedagogical skills in supporting pupils with visual challenges.