Assistive Technology and Academic Performance among Students with Visual Impairment: A Case Study of Uhuru Mchanganyiko Primary School, Dar es Salaam, Tanzania

Abstract

This study examined the contribution of assistive technology (AT) to the academic performance of students with visual impairment at Uhuru Mchanganyiko Primary School in Ilala Municipality, Dar es Salaam, Tanzania. The study employed a qualitative approach and descriptive case study design. Data were generated through semi-structured interviews with nine students with visual impairment and five teachers, together with documentary review of relevant school records. Thematic analysis was used to identify patterns in participants’ accounts and documentary evidence. Findings indicated that AT contributed to academic learning through improved academic performance, enhanced reading and writing skills, increased classroom participation and independent learning, improved motivation and confidence, and support for examination performance. School records showed that students with visual impairment had achieved a 100% pass rate in Standard Seven national examinations over the previous five years and transitioned to secondary education. The findings also showed individual differences in students’ progress, suggesting that the educational value of AT depends on appropriate tools, sustained practice, teacher support, and functional access. The study concludes that AT can facilitate meaningful learning among students with visual impairment when it is available, functional, and appropriately integrated into instruction.