The Contribution of Collaborative Learning in Supporting Learning of Visually Impaired Pupils in Public Primary Schools in Sengerema District, Mwanza-Tanzania

Abstract

This paper aimed to examine the contribution of collaborative learning in supporting the learning of Visually Impaired pupils in public primary schools in Sengerema District, Mwanza-Tanzania. This study employed a mixed-method approach and explanatory sequential research design. Data were collected using questionnaires administered to 156 teachers and semi-structured interviews administered to 11 headteachers, 3 Ward Education Officers (WEOs),1 District Primary Education Officer (DPEO), and 1 Quality Assurance Officer (QAO). The quantitative data were analyzed using SPSS version 26, producing descriptive statistics and qualitative data was analyzed thematically. The study found that collaborative learning enhances the academic, social, and cognitive development of visually impaired pupils by promoting peer interaction, inclusion, and active participation. However, challenges such as lack of adapted materials, inadequate teacher training, and poor assessment adaptation continue to hinder its full implementation. The study concluded that collaborative learning is an effective strategy for supporting visually impaired pupils in inclusive classrooms, but its success depends on proper resources, teacher preparedness, and inclusive practices. The study recommended that the government and education stakeholders provide schools with sufficient adapted learning materials, including Braille and tactile resources, to support inclusive teaching. It also recommended regular teacher training and the development of inclusive assessment tools to ensure visually impaired pupils are fully supported and fairly evaluated.