Authors : Dr. Sariat Ajibola, Adelakun; Aminat Obakhume Abdulsalaam; Dr. Evangeline Udonna, Chukuka; Dr. Michael Adeyinka Kehinde; Musbau Adeniyi Shittu

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/5x8svr9n

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DOI : https://doi.org/10.38124/ijisrt/25aug413

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Abstract : Mathematics is heavily reliant on diagrams and spatial representations, which can be challenging for blind and visually impaired (BVI) students. This study examined the role of geometry tactile diagrams (GTD) in supporting BVI students' learning. Twenty blind students from the Mathematics unit at the Authors' College, selected from a general studies course, were randomly assigned to a treatment group using GTD or a control group with standard instruction. Results showed that students taught with GTD made significantly greater progress than the control group (ES = +0.97). Additionally, those with prior exposure to tactile graphics training demonstrated larger gains in pre- to post-test performance (ES = +0.99). These findings highlight GTD as an effective tool for teaching diagram-based subjects to BVI students, providing equal access to mathematics and science. The study suggests that implementing GTD could help bridge the educational gap between sighted and visually impaired students in mathematics.

Keywords : Geometry, Tactile Diagram (GTD); Blind and Visually Impaired Students, Visually Impaired Students, Sighted Students, STEM, Geometry Achievement (GAT).

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