Fostering Integer Comprehension in Visually Impaired Students: Effectiveness of an Audio-tactile Instructional Package

Abstract

The study focused on developing and evaluating an Audio-Tactile Instructional Package (ATIP) designed to enhance integer comprehension among visually impaired students at the secondary level. The objectives were to validate the ATIP and explore its potential for fostering integer comprehension through an experimental try-out. The study adopted a mixed-methods design combining qualitative and quantitative techniques, including a single-group pre-test-post-test experimental design, thematic analysis, word-frequency analysis, and expert focus-group evaluation. Special schools for visually impaired secondary-school students in Ernakulam and Kottayam districts, Kerala, India, were selected. The investigator analysed integer content in Kerala's secondary-school textbooks (Classes 8-10) to design ATIP-integrated lesson plans. The package incorporated audio-tactile learning materials and structured lesson plans. Validation involved 20 subject experts from schools for visually impaired students through focus-group discussions, rating scales, and semi-structured interviews. For the experimental try-out, 18 visually impaired secondary-school students participated in a single-group pre-test-post-test design, and convenience sampling was adopted. The obtained t-value of 5.64948 exceeded the reported critical t-values of 1.746 and 2.583 at the 0.05 and 0.01 levels, respectively, indicating a statistically significant difference (P < .01). The findings indicate that ATIP facilitates integer comprehension and may contribute to improved understanding, retention, and interest in mathematics among visually impaired students. Its multisensory adaptations also indicate potential applicability across educational levels and in inclusive mathematics education.