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All Journal Nusantara Journal of Behavioral and Social Science
Sunday, Eniola Michael
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Teachers’ perceptions on the availability and utilization of assistive technology for pupils with learning disabilities in Eti-Osa, Lagos State Dimiri, Eunice; Sunday, Eniola Michael
Nusantara Journal of Behavioral and Social Science Vol. 4 No. 1 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/njbss.202572

Abstract

Assistive technology (AT) plays a crucial role in inclusive education by enhancing learning opportunities for pupils with learning disabilities and promoting their full participation in academic activities. This study investigated teachers’ perceptions of the availability and utilization of assistive technology in primary schools in Eti-Osa Local Government Area, Lagos State, Nigeria. Using an ex post facto descriptive research design, 191 teachers from public and private schools were selected through purposive sampling. Data were collected using a validated questionnaire, the Assistive Technology in the Classroom (ATC), with a reliability coefficient of 0.87. The findings revealed that although several types of assistive technologies were available, they were insufficient to meet the learning needs of pupils with disabilities. Computers and iPads were the most commonly available and utilized tools, while specialized devices such as speech synthesizers, graphic organizers, and speech-to-text converters were notably absent. More than half of the teachers agreed that assistive technology enhances pupils' learning outcomes by compensating for cognitive deficits, thereby fostering classroom independence and task completion. However, barriers such as inadequate funding, lack of teacher training, and limited stakeholder commitment hinder the optimal use of these technologies. Addressing these challenges requires concerted efforts from government bodies, non-governmental organizations, and educational institutions. This study contributes to the growing body of literature on assistive technology in inclusive education and emphasizes the need for improved resource allocation and teacher training to bridge the educational gap for pupils with learning disabilities.
Effects of Braille Mathematical Code Instruction and Concrete Materials on Mathematics Performance in Primary School Learners with Total Blindness: A Quasi-Experimental Study in Oyo State, Nigeria Rasheed, Hammed Temitope; Sunday, Eniola Michael
Nusantara Journal of Behavioral and Social Science Vol. 5 No. 1 (2026)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/njbss.202614851

Abstract

Mathematics learning for learners with total blindness is constrained by limited access to symbolic and tactile representations. This study examined whether Braille Mathematical Code (BMC) instruction and Concrete Materials (CM) improve mathematics performance among primary-school learners with total blindness in Oyo State, Nigeria, and assessed gender and academic self-efficacy effects. Using a pretest–posttest control-group quasi-experimental design with three treatment conditions (BMC, CM, and conventional instruction), 45 learners with total blindness completed a six-week program (1-week pretest, 4-week intervention, 1-week posttest). Screening and measurement used a Teacher Observation Report, Snellen Chart, an Academic Self-Efficacy Scale, and a Braille-accessible Mathematics Performance Assessment. Posttest performance was analyzed with ANCOVA controlling for pretest scores, followed by Bonferroni-adjusted pairwise comparisons; gender differences were examined with an independent-samples t test, and self-efficacy categories with one-way ANOVA. ANCOVA showed a significant main effect of treatment on posttest performance, F(1,35)=12.46, p=.001, ηp²=.263, although Bonferroni pairwise contrasts were non-significant. Gender was not significant (t(43)=0.709, p=.484). Academic self-efficacy differed significantly across categories, F(2,42)=7.89, p=.001. Accessible instructional supports are associated with improved mathematics outcomes for learners with total blindness, and self-efficacy is a relevant learner factor. Future work should strengthen cluster-aware designs and fidelity reporting in schools.
Co-Authors Dimiri, Eunice Rasheed, Hammed Temitope