Abstract

This study examined the effects of Braille reading and digital audio-player on achievement in English language comprehension among students with visual impairment in Imo state, Nigeria. Anchored to Lev Vygotsky's socio-cultural theory, the study adopted a pretest-posttest, control group quasi-experimental design of a 3x2x2 factorial matrix. Three integrated secondary schools (Boys secondary school, Aboh, - BSA, Girls secondary school, Orlu- GSO and Government secondary school, Owerri - GSSO) were purposively selected. Seventeen SS1 students with total blindness were enumerated across the schools: BSA (8), GSO (5) and GSSO (4). The schools were randomly assigned to Braille reading- BR (8), digital audio player –DAP (5) and control (4) groups. The instruments used were: Bar-On emotional quotient inventory (r = 0.78), achievement in English language comprehension test (BR: r = 0.82 and DAP: r = 0.79) and instructional guides. Data were analysed using descriptive statistics, Analysis of covariance and Scheffe posthoc test at α = 0.05 level of significance. There was significant main effect of treatment on achievement in English language comprehension among the participants (F2, 7 = 3.208, p < 0.05, η2 = 0.387). Participants exposed to BR had the highest post-mean achievement in English language comprehension scores (ϰ̅= 53.064), followed by DAP (ϰ̅= 45.341) and control (ϰ̅= 39.163) groups. Onset of visual impairment had no significant main effect on achievement in English language comprehension of the participants (F1, 7= .168, p > 0.05, η2 = 0.027). The EI had no significant main effect on the achievement in English language comprehension of the participants (F1, 7= 0.193, p > 0.05, η2 = 0.027). Treatment and onset of visual impairment had a significant interaction effect on the achievement in English language comprehension of the participants (F1, 7= 3.405, p < 0.05, η2 = 0.167). Braille Reading and Digital audio-player enhanced achievement in English language comprehension among students with visual impairment in Imo state Nigeria. Teachers should use Braille reading and digital audio-player in teaching students with visual impairment to enhance their achievement in English language comprehension.