Effect of student-centred learning strategy on English language achievement of students with visual impairment in Imo state, Nigeria


Gertrude Egwim


Introduction: Poor English language achievement of students with visual impairment has led to the investigation of strategies that can improve their English language performance. Experts in special education have recommended the utilisation of a student-centred strategy in teaching English langauage to students with visual impairment.

Purpose: The study focused on the effect of student-centred learning strategy on English langauage achievement of students with visual impairment in Imo state.

Methodology: The study adopted quasi-experimental design and a sample of 15 students with visual impairment were randomly selected from two integrated secondary schools in Imo state. English Language Achievement Test (ELAT) was used to collect data for the study. Data obtained were analysed using mean and standard deviation to answer the research questions, while t-test and analysis of covariance were used to test the null hypothesis at 0.05 level of significance.

Result: The result revealed that student-centred strategy had more effect on English language achievement of students with visual impairment than the conventional teaching method. The result also revealed that student-centred strategy enhanced English language achievement of both male and female students with visual impairments. The study concluded that a switch from the conventional teaching method to a student-centred strategy in teaching students with visual impairment English language will enhance their English language performance and in turn, improve their academic achievement. 

Recommendation: This study recommended that the government should organize regular in-service training for teachers of students with visual impairment on the use and importance of student-centred learning strategy


How to Cite
Egwim, G. (2024). Effect of student-centred learning strategy on English language achievement of students with visual impairment in Imo state, Nigeria. Journal of Educational Research in Developing Areas, 5(2), 129-138. https://doi.org/10.47434/JEREDA.5.2.2024.129


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