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Abstract
Students with Blindness in Nigeria are often erroneously perceived as incapable of engaging with science at the basic education level, contributing to their low enrolment in science-related careers. Although various techniques and materials have been proposed to support students with blindness in science, many lack empirical validation. This study investigated one such approach by examining the impact of the Talking LabQuest on the interest of Students with blindness in science subjects.
A randomized controlled trial was conducted in inclusive junior secondary schools in Nigeria, involving 20 classrooms over an 18-week period. Twelve classrooms were randomly assigned to the intervention group, where students used the Talking LabQuest and three sensors during weekly science practicals. The remaining eight classrooms formed a waiting-list control group. While there were no school dropouts, a 5% attrition rate was recorded among individual students. Data collection methods included interviews, observations, and documentary analysis.
Findings revealed that students with blindness, previously excluded from practical experiments, were excited to independently participate in hands-on activities. They showed improved performance in practicals compared to their sighted peers, despite the absence of baseline performance data. Sighted students in the intervention group also demonstrated increased enthusiasm and a better understanding of the experiments. Overall, students with visual impairment reported a heightened interest in science and expressed a desire to continue engaging in practicals.
These results underscore the potential of the Talking LabQuest to improve science learning for both blind and sighted students in inclusive settings, challenge prevailing stereotypes, and highlight the need for further research on long-term impacts.
Recommended Citation
Adelakun, Sariat A. Dr
(2025)
"Enhancing Science Accessibility and Engagement for Students with Visual Impairments: A Randomized Trial of the Talking LabQuest in Nigerian Schools,"
Journal of Science Education for Students with Disabilities: Vol. 28
:
Iss.
1, Article 9.
DOI: 10.14448/jsesd.17.0005
Available at:
https://repository.rit.edu/jsesd/vol28/iss1/9
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