This study focused on factors affecting the performance of learners with visual impairment in mathematics at Magwero School for the Visually Impaired in Chipata District of Eastern province. The research objectives were to establish factors affecting the performance of learners with visual impairment in mathematics, to explore how the factors affect performance of the learners with visual impairment in mathematics, and to establish which strategies can be used to address the factors affecting performance of learners with visual impairment in mathematics. The study used a case study research design and qualitative approach was employed, utilizing observations, focus group discussions, and semi-structured interviews with 10 learners (VIL), 6 teachers (Tr.), and 4 school administrators (SA). The findings revealed a range of contributing factors, including the scarcity of Braille mathematics textbooks, inadequate resources, insufficient assistive technology and negative attitudes towards mathematics. Furthermore, societal stigma, environmental factors, and the absence of continuous professional development for teachers were identified as significant factors. The study highlights the urgent need for targeted interventions, such as enhancing mathematical resource availability, improving teacher training in mathematics with special education, and increasing parental involvement in mathematics learning. Based on the study findings, it was recommended that increasing the availability of Braille mathematics textbooks and enhancing teacher training through continuous professional development were essential strategies to improve the performance of learners with visual impairment in mathematics. A further research on factors affecting performance of visually impaired learners in mathematics can be done to other districts which have such schools.
| Published in | American Journal of Nursing and Health Sciences (Volume 6, Issue 3) |
| DOI | 10.11648/j.ajnhs.20250603.15 |
| Page(s) | 59-69 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Factors, Learners with Visual Impairment, Performance, Mathematics, Teaching Strategies
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| [5] | Johnson, M. K., and Smith, L. (2018). Understanding the Challenges of Mathematics Education of Visually Impaired Students: A Comparative Study between Urban and Rural Areas in America. Journal of urban research, 45(3), 189-203. |
| [6] | Mwanza, P., and Banda, L. (2021). Language Barrier in Mathematics Education for Visually Impaired Students: Perspectives from Zambia. Zambian Journal Of Applied Linguistics, 4(2), 112-126. |
| [7] | Mwizenge, C. (2019). Access to Learning Resources and Mathematics Achievement among Visually Impaired Students in Zambia: A Case Study. Zambian Journal of Education Studies, 9(2), 78-92. |
| [8] | Oluwatosin, A., and Boateng, P. (2017). Teacher Attitudes and Mathematics Achievement of Visually Impaired Learners in Ghana: A Qualitative Analysis. Ghanaian Journal Education Research. |
| [9] | Patel, R., and Banda, T. (2020). Factors Affecting Mathematics Performance of Visually Impaired Learners: A Comparative Study of Zimbabwe and Zambia. Journal of Education Research and Development in Africa, 12(3), 45-58. |
| [10] | Tsabalala, N. L. (2020). Exploring strategies to address factors influencing the performance of visually impaired learners in mathematics Visually Impaired Students: Insights from South Africa. South African journal of Education 38(2), 1-1. |
APA Style
Masauso, G., Annie, P. (2025). Factors Affecting Performance of Learners with Visual Impairment in Mathematics: A Case Study of Magwero School for the Visually Impaired in Chipata Zambia. American Journal of Nursing and Health Sciences, 6(3), 59-69. https://doi.org/10.11648/j.ajnhs.20250603.15
ACS Style
Masauso, G.; Annie, P. Factors Affecting Performance of Learners with Visual Impairment in Mathematics: A Case Study of Magwero School for the Visually Impaired in Chipata Zambia. Am. J. Nurs. Health Sci. 2025, 6(3), 59-69. doi: 10.11648/j.ajnhs.20250603.15
AMA Style
Masauso G, Annie P. Factors Affecting Performance of Learners with Visual Impairment in Mathematics: A Case Study of Magwero School for the Visually Impaired in Chipata Zambia. Am J Nurs Health Sci. 2025;6(3):59-69. doi: 10.11648/j.ajnhs.20250603.15
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Download@article{10.11648/j.ajnhs.20250603.15,
author = {Gondwe Masauso and Penda Annie},
title = {Factors Affecting Performance of Learners with Visual Impairment in Mathematics: A Case Study of Magwero School for the Visually Impaired in Chipata Zambia
},
journal = {American Journal of Nursing and Health Sciences},
volume = {6},
number = {3},
pages = {59-69},
doi = {10.11648/j.ajnhs.20250603.15},
url = {https://doi.org/10.11648/j.ajnhs.20250603.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajnhs.20250603.15},
abstract = {This study focused on factors affecting the performance of learners with visual impairment in mathematics at Magwero School for the Visually Impaired in Chipata District of Eastern province. The research objectives were to establish factors affecting the performance of learners with visual impairment in mathematics, to explore how the factors affect performance of the learners with visual impairment in mathematics, and to establish which strategies can be used to address the factors affecting performance of learners with visual impairment in mathematics. The study used a case study research design and qualitative approach was employed, utilizing observations, focus group discussions, and semi-structured interviews with 10 learners (VIL), 6 teachers (Tr.), and 4 school administrators (SA). The findings revealed a range of contributing factors, including the scarcity of Braille mathematics textbooks, inadequate resources, insufficient assistive technology and negative attitudes towards mathematics. Furthermore, societal stigma, environmental factors, and the absence of continuous professional development for teachers were identified as significant factors. The study highlights the urgent need for targeted interventions, such as enhancing mathematical resource availability, improving teacher training in mathematics with special education, and increasing parental involvement in mathematics learning. Based on the study findings, it was recommended that increasing the availability of Braille mathematics textbooks and enhancing teacher training through continuous professional development were essential strategies to improve the performance of learners with visual impairment in mathematics. A further research on factors affecting performance of visually impaired learners in mathematics can be done to other districts which have such schools.
},
year = {2025}
}
TY - JOUR T1 - Factors Affecting Performance of Learners with Visual Impairment in Mathematics: A Case Study of Magwero School for the Visually Impaired in Chipata Zambia AU - Gondwe Masauso AU - Penda Annie Y1 - 2025/09/15 PY - 2025 N1 - https://doi.org/10.11648/j.ajnhs.20250603.15 DO - 10.11648/j.ajnhs.20250603.15 T2 - American Journal of Nursing and Health Sciences JF - American Journal of Nursing and Health Sciences JO - American Journal of Nursing and Health Sciences SP - 59 EP - 69 PB - Science Publishing Group SN - 2994-7227 UR - https://doi.org/10.11648/j.ajnhs.20250603.15 AB - This study focused on factors affecting the performance of learners with visual impairment in mathematics at Magwero School for the Visually Impaired in Chipata District of Eastern province. The research objectives were to establish factors affecting the performance of learners with visual impairment in mathematics, to explore how the factors affect performance of the learners with visual impairment in mathematics, and to establish which strategies can be used to address the factors affecting performance of learners with visual impairment in mathematics. The study used a case study research design and qualitative approach was employed, utilizing observations, focus group discussions, and semi-structured interviews with 10 learners (VIL), 6 teachers (Tr.), and 4 school administrators (SA). The findings revealed a range of contributing factors, including the scarcity of Braille mathematics textbooks, inadequate resources, insufficient assistive technology and negative attitudes towards mathematics. Furthermore, societal stigma, environmental factors, and the absence of continuous professional development for teachers were identified as significant factors. The study highlights the urgent need for targeted interventions, such as enhancing mathematical resource availability, improving teacher training in mathematics with special education, and increasing parental involvement in mathematics learning. Based on the study findings, it was recommended that increasing the availability of Braille mathematics textbooks and enhancing teacher training through continuous professional development were essential strategies to improve the performance of learners with visual impairment in mathematics. A further research on factors affecting performance of visually impaired learners in mathematics can be done to other districts which have such schools. VL - 6 IS - 3 ER -
Department of Special Education, Kwame Nkrumah University, Kabwe, Zambia
Department of Special Education, Kwame Nkrumah University, Kabwe, Zambia
