Barriers to Digital Inclusion in Mathematics Education for Students with Visual Impairments in Oyo State, Nigeria

Öz

This study examined barriers to digital inclusion in mathematics education for students with visual impairment in mainstream secondary schools in Oyo State, Nigeria. Guided by digital divide theory, the study investigated infrastructural, technological, pedagogical, and learner-related barriers using a descriptive survey design. Participants were 130 students with visual impairment and 30 mathematics teachers from five mainstream secondary schools. Data were collected using the validated Digital Inclusion Barriers in Mathematics Questionnaire (DIBM-Q). Cronbach’s alpha coefficients were .87 for the student section and .91 for the teacher section. Data were analyzed using frequencies, percentages, means, and standard deviations. Findings indicated inadequate digital infrastructure, limited access to functional computers and reliable internet, and unstable electricity. Assistive technologies, including screen readers, Braille displays, talking calculators, and accessible mathematics software, were rarely available. Teachers also reported limited competence in integrating digital and assistive technologies into mathematics instruction. Nevertheless, students perceived digital inclusion as beneficial to their understanding, motivation, confidence, and participation. The study recommends improved digital infrastructure, provision of assistive technologies, sustained teacher training, inclusive digital policies, and stronger stakeholder collaboration.

Anahtar Kelimeler

• Digital inclusion
• mathematics education
• students with visual impairment
• barriers to inclusion

Nijerya’nın Oyo Eyaletinde Görme Yetersizliği Olan Öğrencilerin Matematik Eğitiminde Dijital Kapsayıcılığın Önündeki Engeller

Öz

Bu araştırmada, Nijerya’nın Oyo Eyaletindeki kaynaştırma uygulayan ortaöğretim okullarında öğrenim gören görme yetersizliği olan öğrencilerin matematik eğitiminde dijital kapsayıcılığın önündeki engeller incelenmiştir. Dijital bölünme kuramına dayanan araştırmada betimsel tarama deseni kullanılarak altyapısal, teknolojik, pedagojik ve öğrenciyle ilişkili engeller değerlendirilmiştir. Katılımcılar, beş ortaöğretim okulunda öğrenim gören 130 görme yetersizliği olan öğrenci ile 30 matematik öğretmeninden oluşmuştur. Veriler, Dijital Kapsayıcılığın Önündeki Engeller–Matematik Anketi (DIBM-Q) kullanılarak toplanmıştır. Cronbach alfa katsayıları öğrenci bölümü için .87, öğretmen bölümü için .91 olarak hesaplanmıştır. Veriler frekans, yüzde, ortalama ve standart sapma kullanılarak analiz edilmiştir. Bulgular; dijital altyapının yetersiz, işlevsel bilgisayarlara ve güvenilir internete erişimin sınırlı, elektrik arzının ise istikrarsız olduğunu göstermiştir. Ekran okuyucu, Braille ekran, konuşan hesap makinesi ve erişilebilir matematik yazılımı gibi yardımcı teknolojilerin nadiren bulunduğu belirlenmiştir. Öğretmenlerin bu teknolojileri matematik öğretimine entegre etme yeterliklerinin de sınırlı olduğu görülmüştür. Buna karşın öğrenciler, dijital kapsayıcılığın anlama, güdülenme, özgüven ve katılımlarını geliştirdiğini belirtmiştir. Yeterli dijital altyapı ve yardımcı teknoloji sağlanması, öğretmen eğitiminin sürdürülmesi, kapsayıcı politikaların geliştirilmesi ve paydaş iş birliğinin güçlendirilmesi önerilmektedir.

Anahtar Kelimeler

• Dijital kapsayıcılık
• matematik eğitimi
• görme yetersizliği olan öğrenciler
• kapsayıcılığın önündeki engeller.

Kaynakça

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