Effect of integrating assistive technologies on academic performance for learners with visual impairment in selected integrated secondary schools in South Rift Counties, Kenya

Abstract

The 2018 Special Needs Education Policy Framework in Kenya aimed to improve academic performance for learners with visual impairment (LVI) through inclusive education. Despite the potential of Assistive Technologies (AT), many LVI in secondary schools continue to perform below their peers. This study examined the effect of integrating assistive technologies on academic performance for learners with visual impairment in selected integrated secondary schools in South Rift Counties, Kenya. The study objectives were to assess the status of assistive technologies available; to determine the types of AT instructional support provided; to investigate the level of learner involvement in using AT; and to examine the influence of AT integration on academic performance. Guided by the Social Model of Disability and the Constructivist Learning Theory, the study explored both the structural barriers to AT use and the ways learners construct knowledge through interaction and AT- supported engagement. A mixed-methods approach was adopted using a convergent parallel research design within a pragmatic paradigm. The target population comprises 55 LVI, 10 special needs teachers and 3 principals from selected integrated secondary in South Rift counties, Kenya. The study involved 48 LVI selected through stratified random sampling, and 5 special needs education teachers and 3 principals selected through purposive sampling. Data were collected using questionnaires, interviews, observation checklists, and document analysis. Quantitative data were analyzed using percentages, means, standard deviation, and regression analysis, while qualitative data were analyzed thematically. The findings showed that available ATs included Braille machines, Perkins Braillers, and geometric sets, while digital ATs such as screen readers, Braille Note Takers, and magnifiers were either limited or outdated. Qualitative data from teacher and principal interviews revealed that this lack of modern tools discouraged learner motivation and narrowed opportunities for independent study. Instructional support was available but inconsistently applied across subjects (M = 3.237, SD = 0.786), with teachers citing inadequate training and lack of resources. Engagement levels were generally high, with 86.9% of learners regularly taking part in AT-supported lessons and 89.5% engaging in peer collaboration during these sessions. However, classroom observations confirmed that some learners remained disadvantaged due to unequal access to devices and limited instructional guidance. Teachers further reported that outdated AT not only discouraged learner motivation but also forced some students to rely on peers when devices were unavailable. Regression analysis showed a positive relationship between AT integration and academic performance (R2 = 0.489; β = 0.699, p < 0.05). The study concluded that inadequate integration of assistive technologies, coupled with inconsistent instructional support and uneven learner involvement, significantly affected the academic performance of LVI. The study therefore recommends targeted investment in up-to-date digital ATs, with priority given to subjects where access gaps were greatest. Regular, subject-specific professional development to strengthen teachers’ ability to integrate AT into instruction. Finally, peer mentoring programs supported by structured teacher guidance were proposed to improve learner participation and ensure equitable access to AT. The results of this study inform inclusive education policy and practice; teachers and school leaders can apply the findings to strengthen the use of assistive technologies in classrooms, while learners with visual impairment gain pathways to improved academic participation and achievement.