A comparative investigation of the factors of the academic performance of blind students in history in special schools and in integrated schools in Zambia

Abstract

This study sought to carry out a comparative investigation of the factors of academic performance of blind grade 9 students in special schools and integrated schools in Zambia. The sample schools used in the study were two basic special schools one located in Luapula province and the other in the Copperbelt province; and two integrated ordinary schools one located in the Southern province and the other in the Western province. Three tests in the history subject for blind grade 9 students and a questionnaire for both students and their history and specialist teachers were the instruments used in this study which examined the following variables: type of school,teacher attitude, teacher quality, student background, teaching materials, teaching equipment, student gender and role of the Zambian government. Data analysis involved computation of data into tables, percentages, mean and standard deviation. A t-test was employed to test if there was any significant difference between special schools and integrated schools in the scores obtained by blind grade 9 students in the history tests, and teacher attitudes towards blind grade 9 students.The results obtained showed that type of school, teacher quality, teacher attitudes, student gender appeared to have no significant effect on the academic performance in history between blind grade 9 students in special schools and those in integrated schools. However, the availability and use of teaching materials and teaching equipment, and student background seemed to have had an effect on the academic performance in history among blind grade 9 students in both special schools and integrated schools. All the sample students studied felt that though assistance was given by their teachers of history during history lessons, it was not adequate in some cases. Nevertheless, an overwhelming number of students in both types of schools appeared to be of the view that they received adequate attention from the majority of their specialist teachers, although the general feeling was that there was need for the Zambian government to provide all the necessary facilities needed for teaching and learning