Learner perception on tactile materials as a correlate of performance in mathematics: The case of Thika high school for the Blind, Kiambu County, Kenya

Abstract

Mathematics is considered the foundation of scientific and technological growth, making one of the most important subjects taught in formal schools. Yet learners with visual impairment continue to perform poorly in Mathematics due multiple factors, among them unfavorable perceptions on the subject. Drawing from the social constructivism theory, this study aimed to establish learner perception on tactile materials as a correlate of performance in Mathematics among learners in Thika High School for the Blind. The objectives were to investigate general performance of mathematic among the learners who are blind and assess learners’ perception on the mathematic tactile learning materials in relation to their performance in Mathematics. This study used a case study research design. The target population comprised 80 learners who are blind in the school. Stratified random sampling was used to select the learners 24 who are blind according to class and gender. Questionnaires were used to collect data. Quantitative data was collected, coded and organized. Data analysis was through descriptive summaries and correlational analyses. There was a weak positive relationship between learners’ perception in learning Mathematics and performance in Mathematics (r = 0.203, p = 0.342). The majority the students indicated doing their homework daily when given by the teacher, getting homework marked daily, and doing homework alone daily. Therefore, this study recommends the need for the Ministry of Education to initiate strategies to enhance positive perceptions toward Mathematics among learners who are blind.