Problems faced by Teachers and students in Teaching -Learning Geometry at secondary level

Tanzila Nabeel, Hina Noor, Kokab Nosheen


Visually Impaired (VI) students confront a diversity of challenges in the area of learning Geometry. Such challenges create hurdles for visually impaired students to approach visual and tactile sense in learning Geometry. Diversity of challenges in spatial concepts of Geometry will continue to exist unless effort is directed to find the depth of these problems. This study was designed to explore the challenges of visually impaired students in learning Geometry at the secondary level. For this purpose, the data was collected from 100 visually impaired students learning Geometry at the secondary level, including totally blind and low vision studying at secondary level in 6 districts of Punjab (D. G. Khan,Rajanpur, Multan, Muzaffargarh, Attock and Bahawalpur and their teachers teaching them geometry (30). A 5 point Likert scale questionnaires were prepared to collect the data from VI students and teachers. After the analysis, results revealed that visually impaired children were facing numerous challenges affiliated with learning of Geometry. Unavailability of course material in updated Braille version, individual differences (low vision, totally blind), excessive homework, and difficult Geometry concepts were reported major problems for visually impaired children. Teachers’ qualifications did not matter unless they would not be trained to develop visual and spatial concepts of Geometry for visually impaired students. It was also analyzed that teachers did not motivate the students who did not like Geometry.

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