Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

Abstract

This study employed qualitative research design. The main purpose was to determine factors that influence the poor academic performance of learners with vision impairment in science subjects at a senior secondary school in Botswana. Using purposeful sampling, 14 learners and 5 teachers were selected for the study. Data collection involved interviews, observation and document analysis. The findings revealed that multiple factors influence the poor performance of learners with vision impairment. The factors include shortage of human and material resources, teaching methods, teacher and learner attitudes. It is very clear from the findings that learners with vision impairment are experiencing challenges in learning science that are a result of deficient pedagogical practices, shortage of specialised teachers of science and material resources. The study, therefore, recommends intensive review of human resource deployment policies and improved monitoring and evaluation of inclusive education practices in schools if learners with vision impairment are to achieve the desired outcomes.