Influence of assistive technology utilization on academic performance of pupils with disabilities In Tanzania’s primary school

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dc.contributor.authorWilfred, Josephine
dc.date.accessioned2021-02-25T12:00:42Z
dc.date.available2021-02-25T12:00:42Z
dc.date.issued2017
dc.descriptionDoctoral Thesisen_US
dc.description.abstractThis study investigated the influence of Assistive Technology Utilization on academic performance of pupils with disabilities primary schools in Dodoma and Dar es Salaam. The specific objectives of this study were to investigate on the availability and use of Assistive Technology Devices, relationship between Assistive Technology availability and academic performance, factors affecting Assistive Technology utilization, and to evaluate the perspectives of pupils with disabilities and their instructors on how to improve the status of ATDs availability. The study was guided by a pragmatic philosophical instance. It utilised a cross-sectional survey design using a mixed research methods approach. It employed Rogers Diffusion of Innovation, Theory of Planned Behaviour, and Matching Person with Technology Theory. The study involved 454 respondents made up of 41 head teachers, 140 teachers, 259 pupils with disabilities, 8 district officers for special education, 4 officials from Tanzania Education Authority, and two officials from the Ministry of Education and Vocational Training, now with the added portfolio of science and technology. Open-ended field-interviews, semi-structured questionnaires, Focus Group Discussions and direct observations were employed to collect data. Statistical Package for Social Sciences (SPSS) version 15 and Chi-square Test were used in data analysis. The results indicate a significant difference in academic performance between pupils from schools with high availability but low utilisation of ATDs [Ӽ 2 (1, n = 29) = 9.54; p=.002], on the one hand, and schools with high availability and high use of ATDs (r=15.8, n=143, p <.000), on the other. Key challenges observed included inadequacy of ATDs, skills, device trainings, specialised teachers, unstable curriculum and device use discomfort. The study recommends for the adequate distribution of relevant ATDs in schools and monitoring their use to improve the learning of PwDs, provision of adequate specialised trained teachers and involving them in ATDs decisions, as well as improving the school infrastructures.en_US
dc.identifier.citationWilfred, J. (2017). Influence of assistive technology utilization on academic performance of pupils with disabilities in Tanzania’s primary school (Doctoral Thesis). The University of Dodoma, Dodoma.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2831
dc.language.isoenen_US
dc.publisherThe University of Dodomaen_US
dc.subjectPupils with disabilitiesen_US
dc.subjectAssistive Technologyen_US
dc.subjectAssistive Technology Devicesen_US
dc.subjectAssistive Technology utilizationen_US
dc.subjectDisabilitiesen_US
dc.subjectPrimary schoolsen_US
dc.subjectDodomaen_US
dc.subjectDar es Salaamen_US
dc.titleInfluence of assistive technology utilization on academic performance of pupils with disabilities In Tanzania’s primary schoolen_US
dc.typeThesisen_US
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