INSTRUCTIONAL METHODS CHALLENGES AND THEIR INFLUENCE ON PERFORMANCE OF CHEMISTRY AMONG STUDENTS WITH BLINDNESS IN RWANDA: A CRITICAL LITERATURE REVIEW

Abstract

Purpose: Currently, students with blindness face many challenges in school settings which include those that affect their performance in subjects such as Chemistry. The purpose of our study is to establish instructional methods challenges and their influence on performance of chemistry among students with blindness in Rwanda.

Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.

Findings: The study found that some difficulties that blind students face during Chemistry lessons were caused by traditional classroom instructions, the use of sensory audition which lacked specialized laboratory labelling, libraries without Chemistry brailed reference books and many others. They also concluded that teachers are very important in determining the learners' academic performance but this can only be realized if and when instruments are availed for instructional purposes by teachers to the learners in visually impaired schools.

Unique Contribution to Theory and Practice: The study recommended that facilities and instruments are availed for instructional purposes by teachers to the learners in visually impaired schools. This is because the knowledge of teachers on the content of assigned subject affect the student's outcome. Also, the teaching of Chemistry to learners with visual impairment should be done by a specially trained teacher who is conversant with the use of these specialized devices