Browsing by Author "Anne Wanjiru Mbugua"

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    Awareness in Application of Assistive Technology in Educational Instruction: A Psychological Perspective for Basic Education Learners with Visual Impairments
    (www.jriiejournal.com, 2021) Anne Wanjiru Mbugua; Prof. Stephen Mbugua Ngari; Dr. Elijah Macharia Ndung’u
    The National Association of School Psychologists (NASP) 2010 posited that between 2-27% of learners in basic education schools in the world suffer from anxiety and self-esteem. This is much higher for the visually impaired learners, of which Assistive Technology is a contributor. It is on this premise that the study assessed the awareness of the application of Assistive Technology in educational instruction among learners with visual impairments in learning institutions within Nairobi Metropolitan. The study was guided by Bandura’s theory of self-efficacy and Michael Diamond’s Model. The study employed a mixed-method convergent parallel research design with a target population of 733 visually impaired learners and 70 staff members from 13 Visually Impaired learning institutions in the Nairobi metropolitan. Using a sample size of 320 respondents, stratified random sampling was used to select 5 principals, 23 teachers, and 292 learners. Data collection entailed questionnaires, interviews, and focus group discussions. Data obtained was analyzed quantitatively using descriptive and inferential statistics. Qualitative data were analyzed using thematic content analysis. The study found that the majority of the visually impaired learners (25.3%) were at least somewhat aware of AT use for instructional reasons. The study revealed that a significant portion of 82(32.9%) were “extremely aware” of the application of the policy. The findings show that there were disparities in the awareness of the need to approve AT devices for use in a classroom context with the majority 86(34.5%) of the respondents being “not at all aware”.
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    Perceptions Towards Ability to Use Assistive Technology Among Learners with Visual Impairments: Michael Diamond’s Model Approach
    (eajass.eanso.org, 2022-04) Anne Wanjiru Mbugua; Rev. Prof. Stephen Mbugua Ngari, PhD; Dr. Elijah Macharia Ndung’u, PhD
    The desire for integrating technology with learning has grown yet the VI learners develop perceptions on the ability to use Assistive Technology (AT). This article assessed the perceptions of learners with visual impairments inability to use Assistive Technology in learning institutions. The study was guided by Michael Diamond’s Model of counselling psychology using a mixed-method convergent parallel research design and carried out in Nairobi metropolitan. With a population of 733 VI learners and 70 staff members from the 13 learning institutions for the VI, a sample of 320 respondents was used. Data collection instruments entailed questionnaires, interviews and focus group discussions. The study found that there are differences in perceptions towards the use of AT devices for the first time among the VI learners. The role of the AT technicians and teachers was to limit the negative attitudes of the VI learners towards AT. The results showed that confidence with AT devices among the VI learners is an attribute of the environment they live. The study concluded that several perception aspects of AT are associated with the ability to use Assistive Technology among VI learners. These include feelings about the ability to use a new AT, the complexity of a new AT and the effectiveness of the teaching approach.