ABSTRACT

The academic performance of learners with visual impairments in primary schools is heavily influenced by the teaching strategies employed by educators. This study examines the relationship between teaching strategies and the academic performance of learners with visual impairments in selected primary schools in Buea Municipality, Cameroon. The aim is to identify the most effective teaching methods for these students and assess how these strategies contribute to their overall academic success. It also seeks to explore the challenges teachers face in implementing inclusive educational practices and the level of support available for visually impaired learners.

A qualitative research design was used to collect data through interviews, classroom observations, and questionnaires administered to teachers, parents, and learners. The study involved five primary schools in Buea Municipality with inclusive education programs. A total of 25 teachers, 30 parents, and 20 learners with visual impairments participated in the study. In addition to interviews, the research analyzed lesson plans and teaching materials to evaluate the methods used to accommodate visually impaired learners. The study also investigated the availability of assistive technologies and other resources designed to enhance learning for these students.

The findings reveal that while some teachers employ specialized teaching strategies, such as tactile learning methods, Braille instruction, and the use of auditory materials, many are still reliant on traditional methods that do not cater to the specific needs of learners with visual impairments. The study shows that learners with visual impairments perform better academically when teachers use multisensory approaches, including audio lessons, tactile tools, and interactive learning, which engage the students more effectively. Teachers who integrate these methods tend to create a more inclusive and supportive learning environment, leading to improved academic outcomes for visually impaired students.

Despite these successes, the study also highlights several challenges. Many teachers lack adequate training in handling learners with visual impairments, which affects their ability to employ effective teaching strategies. Moreover, resources such as Braille textbooks, audio aids, and other assistive technologies are scarce, limiting the effectiveness of inclusive education in these schools. Teachers also reported difficulties in managing the classroom environment to accommodate both visually impaired and sighted learners, often struggling to balance the needs of all students.

The research concludes that improving the academic performance of learners with visual impairments in Buea Municipality requires a more comprehensive approach. Schools must invest in training teachers on inclusive education strategies, especially focusing on methods for visually impaired learners. There is also a need for greater access to assistive technologies and learning materials, such as Braille and audio resources, to enhance the learning experience. Collaboration between teachers, parents, and special education experts is essential in creating a conducive environment that supports the academic success of visually impaired learners.

Keywords: visual impairment, teaching strategies, academic performance, inclusive education, primary schools, Buea Municipality, assistive technologies, Braille, multisensory learning.