Authors : Sunday Ayodele Taiwo; Ogunpeju Adefunke Taiwo

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/4zxmdcdk

Scribd : https://tinyurl.com/28jt2ak5

DOI : https://doi.org/10.38124/ijisrt/26jun1921

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The study investigated the effect of interactive whiteboard technology on the academic performance of students with cerebral palsy in Oyo State, Nigeria. The study adopted quasi-experimental pretest-post-test control group design. The population of the study were students with cerebral palsy in Federal College of Education (Special), Oyo. A total of sixty students with cerebral palsy were used as accessible sample for the study. The students were randomly assigned into two groups, experimental group (n=30) and control group (n=30). The instrument used for collecting data from the participants were researcher-Developed Academic Achievement Test and observation schedule. Mean and standard deviation were used to answer the research questions. T-test statistics at .05 alpha level of significance was used to test the hypotheses of the study. The findings of the study revealed that there was significant difference in the academic performance of students with cerebral palsy who were taught using interactive whiteboard technology and those who were taught using conventional teaching methods. The findings of the study also revealed significant difference in the academic performance of students with cerebral palsy in experimental group and those in control group. Students and teachers expressed positive views regarding the use of interactive whiteboard technology for teaching and learning. However, unstable electricity, management of technology equipment and teacher training and development were identified as challenges for the effective use of interactive whiteboard technology in special education. The study concluded that the use of interactive whiteboard technology can enhance the academic performance of students with cerebral palsy if properly integrated into special education practice in Nigeria. It is recommended that there should be provision of assistive instructional technologies, teacher training and development and school institutional support for technology-based inclusive teaching and learning.

Keywords : Interactive whiteboard, cerebral palsy-cerebral palsy, academic performance, special education, assistive technology, Nigeria.

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