Institutional structures and fair power supply: Consequences for underserved populations in Ilkiding'a Ward, Arusha Region, Tanzania

Abstract

This study investigated the influence of computer programs on the learning outcomes of learners with disabilities in public comprehensive schools in Saboti Sub-County, Kenya. The study was guided by the Universal Design for Learning (UDL) framework, which focuses on providing multiple ways for learners to engage, access information, and demonstrate understanding to accommodate diverse needs. A descriptive research design was employed to conduct the study. The study examined 1,509 respondents from 13 public comprehensive schools in Saboti Sub-County. Using the Krejcie and Morgan Table, it was determined that a sample of 310 participants would be sufficient. From this sample, 297 learners with disabilities were selected using stratified random sampling, and 13 heads of institutions were included purposely. Data were gathered through structured questionnaires given to the learners with disabilities, and interviews were conducted with the heads of institutions. For the quantitative responses, descriptive statistics and the chi-square test were used, while the qualitative responses were examined to identify common themes. The results showed that learners with disabilities gained benefits from computer programs such as Access to Math, Live Scribe, and Big Calc. Many learners with disabilities reported that these tools helped them understand the material better, and there was a visible connection between using the programs and improved academic results. The study concludes that computer programs can support learning effectively, but teachers need adequate training, and schools should improve ICT facilities to maximize these resources.