Challenges faced in teaching science to pupils with visual impairment : a case study of Phatlogo primary school in Francistown, Botswana.
| dc.contributor.author | Chabongwa, Kgomotso | |
| dc.date.accessioned | 2025-06-25T09:21:34Z | |
| dc.date.available | 2025-06-25T09:21:34Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis | |
| dc.description.abstract | This study examined the challenges and methods associated with teaching science to visually impaired learner. The objectives of this study were to establish the methods used in teaching science to the visually impaired pupils for the completion of the science school curriculum, identify challenges teachers face when teaching science to learners with visual impairment aswell as determine solutions to the challenges faced by teachers when teaching science to visually impaired learners. The study was qualitative in nature and used a case study design. The research involved 22 teachers and 6 visually impaired learners from grades 5 and 6. Purposive sampling was used to select teachers of visually impaired learners. Data from the teachers was collected using semi-structured questionnaires, interviews and observations. The data was analysed thematically which involved coding and catergorazing data to generate themes which were descriptively presented. The themes are supported by direct quotations from participants. To maintain anonymity, participants were identified using codes. The major indentified grouped in to themes identified include classroom size/ workloads, material resources, attitudes of learners, teaching methods, curriculum adaptation, professional development, teaching strategies, school support system, strategies for a more inclusive science education. Teachers reported that large class sizes hinder personalized support for visually impaired learners, while the scarcity of specialized materials limits hands-on learning experiences. Negative learner attitudes towards science, exacerbated by a lack of inclusive teaching methods, further challenge educational outcomes. The study underscores the need for better resource allocation, teacher training in inclusive strategies, and development of adaptive materials to improve science education for visually impaired learners. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9200 | |
| dc.language.iso | en | |
| dc.title | Challenges faced in teaching science to pupils with visual impairment : a case study of Phatlogo primary school in Francistown, Botswana. | |
| dc.type | Thesis |