CHAPTER ONE

INTRODUCTION

This chapter explores the background information as to why the research was done. It also

shows the purpose of study, objectives, the questions researched, and significance of the study,

justification of the study as well as scope and limitations of the study and definition of key

terms.

1.1 Background information.

Simultaneous equations are a fundamental concept in mathematics, playing a crucial role in

both theoretical and applied fields. These equations involve two or more variables that must

satisfy multiple constraints, represented by a system of equations. The challenge lies in finding

a set of values for these variables that simultaneously satisfies all the equations in the system.

Systems of simultaneous equations are commonly encountered in various disciplines, including

mathematics, physics, engineering, economics, and computer science. From modeling real-

world phenomena to optimizing complex systems, solving simultaneous equations is essential

for gaining insights into the relationships between variables. Whether it’s analyzing forces

acting on an object, predicting economic outcomes, or designing electrical circuits,

simultaneous equations are central to problem-solving in many fields.

At its core, a system of simultaneous equations consists of two or more equations that involve

multiple unknown variables. These systems can be linear or nonlinear, but the focus of this

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project is on linear systems, which are the most common in many applications. For example, a

simple two-variable linear system might involve equations like:

2x+3y=122x + 3y = 12

4x−y=84x - y = 8

The objective is to determine the values of x and y that satisfy both equations at the same time.

In real-world scenarios, the variables in these systems might represent quantities such as

prices, forces, energy levels, or production rates. By solving these systems, we can uncover the

relationships between the variables and make informed decisions or predictions. The ability to

solve simultaneous equations is thus a key skill in various fields of study, including engineering,

economics, and science.

Simultaneous equations arise in many real-world situations. In economics, for example, supply

and demand can be modeled as a system of equations, where the equilibrium point is found by

solving the system. In engineering, structural analysis often involves solving systems of

equations to determine the forces acting on different parts of a structure, ensuring stability and

safety. In physics, solving simultaneous equations is crucial for understanding systems of forces

or motion, such as the motion of multiple objects under the influence of different forces.

Similarly, in computer science, simultaneous equations are used in algorithms for optimization

and data analysis. As such, solving these equations is an essential tool across a wide range of

scientific and engineering disciplines.

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There are several methods available for solving simultaneous equations, each with its own

strengths and applications. The graphical method involves plotting the equations on a graph

and visually finding the point of intersection, which represents the solution to the system.

While intuitive, this method is generally limited to systems with two variables and can become

impractical for larger systems or when high precision is required. The substitution method

involves solving one equation for one variable and substituting that expression into the other

equations, reducing the number of variables and making the system easier to solve. This

method is particularly useful for small systems but can be cumbersome for larger systems. The

elimination method works by adding or subtracting equations in order to eliminate one

variable, making it easier to solve for the remaining variables. This method is often faster and

more efficient for systems with two or three variables. However, for larger systems, or for

systems where quick and accurate solutions are needed, the matrix method (specifically

Gaussian elimination) becomes the preferred approach. This method uses matrix algebra to

solve systems of linear equations by performing row operations to reduce the augmented

matrix into a form where the solutions can be easily read off. For systems with an equal number

of equations and variables, Cramer's Rule is another efficient method that involves calculating

determinants to directly solve the unknowns.

The objective of this project is to develop a Simultaneous Equation Solver that automates the

process of solving systems of linear equations. This tool will allow users to input a system of

equations, and it will compute the solutions for the unknown variables quickly and accurately.

The solver will handle systems of varying complexity, including systems with two variables,

three variables, and even larger systems with more unknowns. By incorporating multiple

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solution methods—such as substitution, elimination, and matrix operations—the tool will allow

users to choose the method they are most comfortable with or the one most suited to their

specific problem. Furthermore, the tool will provide step-by-step solutions, which will not only

give the final answers but also help users understand the underlying processes involved in

solving the system. The step-by-step breakdown will make the tool valuable for educational

purposes, as it will serve as both a learning resource and a problem-solving assistant.

For students, the Simultaneous Equation Solver will provide a user-friendly platform to practice

solving systems of equations, offering immediate feedback and demonstrating the appropriate

solution methods for each type of system. Many students struggle with understanding the

different methods for solving simultaneous equations, and this tool will allow them to

experiment with various methods to see how they work in practice. It will also help them

visualize the process of solving these equations and understand why certain methods are more

efficient or applicable to specific types of problems. By offering detailed explanations of each

step in the solution process, the solver will provide valuable insight into the logic and strategy

behind solving systems of equations, helping students build a deeper understanding of algebra

and mathematical problem-solving techniques.

Beyond its educational applications, the Simultaneous Equation Solver will also have significant

practical applications for professionals working in fields that regularly involve solving systems of

equations. For instance, engineers may use the solver to analyze complex mechanical systems,

electrical circuits, or fluid dynamics problems. In economics, the solver could be used to analyze

market models, optimize production processes, or forecast economic trends. Scientists and

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researchers in fields like chemistry, biology, or environmental science may use the solver to

analyze experimental data and derive meaningful conclusions. Additionally, data scientists

working with large datasets and complex algorithms may find the tool useful for solving

systems of equations that arise in data modeling and machine learning applications. The solver

will save professionals time by providing quick and accurate solutions to systems of equations,

allowing them to focus on interpreting the results and making decisions based on the

outcomes.

In addition to its immediate practical benefits, the Simultaneous Equation Solver will also be

useful for future developments in related technologies. For example, in the field of artificial

intelligence (AI) and machine learning, many optimization algorithms rely on solving systems of

equations. By providing an efficient tool for+ solving these systems, the project can contribute

to advancements in AI and machine learning applications. Similarly, in robotics, simultaneous

equations are often used to solve problems related to motion, control systems, and kinematics.

The solver could play a role in helping researchers and engineers in these fields optimize their

designs and algorithms.

In conclusion, the Simultaneous Equation Solver is a versatile tool that will have significant

educational, professional, and technological impacts. By automating the process of solving

simultaneous equations, this project will make solving systems of equations more accessible,

efficient, and accurate. The tool will support a range of solution methods and offer step-by-step

guidance, ensuring that users at all levels—whether students, educators, or professionals—can

benefit from its capabilities. By making it easier to solve complex systems of equations, the

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Simultaneous Equation Solver will enhance problem-solving abilities across a wide variety of

fields, from academic learning to real-world applications in engineering, economics, science,

and technology.

1.2 Statement of the problem

In many areas of study, like mathematics, engineering, economics, physics, and computer

science, we often come across situations where several factors or variables are connected and

influence each other. These connections are frequently described using systems of equations,

where each equation reflects a specific relationship between the variables. Learning how to

solve these systems is crucial because it helps us understand and manage complex problems

involving multiple interdependent elements.

At its core, solving simultaneous equations is about finding values for the unknowns—variables

we’re trying to figure out—that satisfy all the equations in the system at the same time. Think

of each equation as a rule or condition that the unknowns must follow. The challenge lies in

finding a solution where all these rules hold true simultaneously, rather than just one at a time.

This is especially important because real-world problems rarely involve isolated factors. Instead,

everything tends to be interconnected.

In practical terms, systems of equations can represent a wide range of scenarios. For example,

imagine you’re managing a business and need to figure out how much of two products to

produce. You might have one equation that reflects the budget constraints and another that

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ensures you meet customer demand. The solution to these equations tells you how to balance

the two objectives—staying within budget while keeping customers happy.

In engineering, systems of equations are often used to model the distribution of forces or

energy within a structure, like a bridge or a building. Engineers need to ensure that the

structure remains balanced and stable under various loads, and systems of equations help them

calculate how different parts of the structure interact. Similarly, in physics, equations can

describe the relationships between forces, motion, and energy in a system, such as the

interaction of particles in a fluid or the behavior of electrical circuits.

Economics provides another excellent example. Economists use systems of equations to study

how markets interact. For instance, if the price of oil rises, it might affect the cost of goods that

rely on transportation, which in turn impacts consumer behavior. By using equations to model

these interactions, economists can predict outcomes like shifts in supply, demand, and pricing.

What makes simultaneous equations so essential is their ability to capture these

interdependencies. In real-world problems, it’s rare to find variables that operate

independently of each other. Take traffic systems as an example. To design a functional

transportation network, engineers need to consider not just individual components like roads

and vehicles, but also how these components interact. Variables like traffic density, vehicle

speed, and road capacity are all connected, and solving equations that link them helps optimize

traffic flow, reduce congestion, and meet environmental goals.

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The process of solving simultaneous equations involves finding values for the unknowns that

satisfy all the equations in the system. The difficulty depends on the complexity of the system.

For simple cases, like two equations with two unknowns, it might be possible to solve the

problem using basic algebra or even trial and error. However, as the number of variables and

equations increases, solving the system becomes more challenging and often requires more

advanced techniques.

There are several methods for solving these equations, each suited to different situations. One

common approach is substitution, where you solve one equation for one variable and then

substitute that expression into the other equations. This works well for smaller systems.

Another method is elimination, where you combine equations to cancel out one of the

variables, simplifying the system step by step. For larger systems, matrix-based methods are

often used. These methods represent equations in a structured format that can be processed

more efficiently, especially with the help of computers.

Graphical methods are another way to solve systems of equations. By plotting the equations on

a graph, you can visually identify the point where they intersect, which represents the solution.

This approach works well for systems with two or three variables but becomes impractical for

larger systems.

In many industries, solving systems of equations is a key part of decision-making. For example,

in the financial sector, these equations are used to model market behavior, such as finding the

equilibrium point where supply matches demand. This helps businesses set prices, predict

customer behavior, and plan for the future. In technology, solving systems of equations is

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critical in fields like data analysis and machine learning. For instance, when training a machine

learning model, you often need to solve a system of equations to optimize the model’s

parameters for accurate predictions.

As systems of equations become larger and more complex, solving them manually becomes

impractical. This is where tools like simultaneous equation calculators come into play. These

tools, which are often available online or built into mathematical software, automate the

process of solving equations. You simply input the system, and the calculator quickly provides

the solution. This saves time and ensures accuracy, which is especially important in professional

settings where mistakes can be costly.

These tools are also incredibly useful for students and researchers. They make it easier to

experiment with different types of systems, helping learners understand how variables interact

and how different methods work. By using these tools, students can focus on understanding the

concepts rather than getting bogged down in lengthy calculations.

The applications of simultaneous equations extend far beyond academic exercises. They’re a

fundamental tool for solving real-world problems that involve multiple factors or constraints.

Whether it’s optimizing a production process, designing a transportation network, or studying

market dynamics, these equations help simplify and analyze complex systems. The solutions

they provide give us the clarity we need to make informed decisions and create effective

strategies.

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In conclusion, solving simultaneous equations is a valuable skill in many areas of study and

work. It allows us to uncover the relationships between variables and make sense of

interconnected systems. While the process can sometimes be challenging, modern tools and

technologies have made solving even the most complex systems much easier. From business

and engineering to economics and computer science, simultaneous equations play a vital role in

helping us understand and solve the problems that shape our world.

1.3 Purpose of the Project

The purpose of this project is to show why solving simultaneous equations is so important in

various fields, like math, engineering, economics, physics, and computer science. It explains

how these equations are used to solve real-world problems where several factors or variables

are connected and affect each other. The project helps people understand how solving these

equations allows us to make better decisions, optimize processes, and figure out how complex

systems work.

It also introduces different ways to solve simultaneous equations, from simpler methods like

substitution and elimination to more advanced ones involving matrices and technology. The

project highlights how modern tools, such as online calculators and software, make solving

these problems quicker and more accurate.

In the end, the goal is to show that being able to solve simultaneous equations is not only

important for learning, but also for solving practical problems in areas like business,

engineering, and technology.

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1.4 Theoretical Framework

The theoretical framework for this project is built around the core ideas of algebra and linear

algebra, which provide the foundation for solving systems of simultaneous equations. These

equations represent how multiple variables are connected through a set of relationships and

solving them means finding values for the variables that work for all the equations at once.

There are two main types of systems: linear and nonlinear. Linear systems involve

straightforward relationships, while nonlinear systems include more complex interactions like

squared variables or exponential terms. This difference influences the methods used to solve

them.

For smaller linear systems, simple techniques like substitution and elimination are commonly

used. Substitution works by solving one equation for one variable and then using that result in

the other equations to simplify the system. Elimination, on the other hand, combines equations

to remove one variable at a time. These methods are useful when there are only a few

equations to deal with, but as systems grow larger, they become harder to manage. That’s

where matrix methods come in. By representing the equations in matrix form, techniques like

Gaussian elimination or determinants can be used to solve the system more efficiently. These

approaches are particularly helpful when dealing with larger, more complex systems.

Simultaneous equations are not just theoretical—they are a practical tool for solving real-world

problems. In physics, they’re used to describe things like how forces interact or how energy

moves through a system. In economics, they help model supply and demand, predict market

behavior, or figure out how changes in one area can impact another. Engineers use these
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equations to design structures, circuits, and systems, ensuring everything works together

properly. These applications show how solving simultaneous equations helps us make sense of

complex situations and find solutions that satisfy multiple conditions.

As problems become more complex, solving large systems of equations manually becomes

unrealistic. This is where computational tools step in. Software like MATLAB, Mathematica, or

Python’s libraries like NumPy make it possible to solve systems with dozens or even hundreds

of variables quickly and accurately. These tools often use numerical methods, such as iterative

techniques like the Gauss-Seidel method, to approximate solutions efficiently. This kind of

automation is critical in industries like engineering and finance, where time and accuracy are

crucial, and the scale of the problems can be overwhelming.

Visualization is also an important part of this framework, especially for smaller systems. For

instance, in a system with two variables, each equation can be represented as a line on a graph,

and the solution is the point where the lines intersect. This helps to make abstract concepts

more concrete and easier to understand. While visualization is limited to simpler systems, it’s a

powerful way to bridge the gap between theoretical ideas and practical insights.

Another key part of this framework is making these concepts accessible to a broader audience.

Simultaneous equations are taught in schools, but their importance often extends far beyond

the classroom. Helping students and professionals understand their real-world relevance can

make the subject more engaging. Tools like online calculators and software simplify the process

of solving equations, allowing people to focus on interpreting the results rather than spending

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hours on calculations. This makes it easier for anyone, whether they’re a student or a

professional, to use these methods in meaningful ways.

In summary, this framework ties together the mathematical basics, practical applications, and

modern tools that make solving simultaneous equations possible. It highlights how these

equations are used to tackle real-world challenges in fields like physics, economics, and

engineering, and it emphasizes the role of technology in solving larger, more complex systems.

By combining traditional methods with modern tools, this framework shows how simultaneous

equations remain a powerful way to understand and solve interconnected problems.

2 1.5 Objectives of the project

a) Improves efficiency – Provides a faster and more accurate solution, which makes it time

saving for both students and teachers.

b) Increase accuracy – Reduces human error in solving equations and provides exact

solutions.

c) Enhances learning – Offers step-by-step solutions that help the learner understand the

process of solving the equations.

1.6 Hypothesis

The development and use of a simultaneous equation calculator will significantly improve the

efficiency and accuracy of solving systems of linear equations, reduce the likelihood of human

error, and enhance learning by providing step-by-step solutions. By offering a user-friendly

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interface and quick, precise results, the calculator will serve as a valuable tool for students,

educators, and professionals. Additionally, while the tool will facilitate faster problem-solving, it

is hypothesized that excessive reliance on the calculator may hinder the development of

manual problem-solving skills unless balanced with traditional learning methods.

1.7 Research Questions

(a) Why are the VI learners performing poorly in chemistry?

(b) Why do most visually impaired learners unable to perform titration experiments?

(c) What are the adaptation techniques employed by the teachers in handling the visually

impaired learners in conducting titration experiments?

(d) What are the gaps in the use of the available titration aids by the VI learners?

1.8 Significance of the project

This project is important because it helps solve problems where multiple factors are connected

and need to work together, which happens in many real-life situations like engineering, physics,

economics, and technology. By understanding how to solve simultaneous equations, we can

make better decisions, optimize systems, and solve complex challenges, such as balancing

supply and demand, designing strong structures, or predicting market trends. The project also

highlights how tools like calculators and software make it easier to handle large or complicated

systems, making these methods more accessible to students and professionals. Overall, this

project shows how simultaneous equations are a powerful tool for understanding and

improving the systems we rely on every day.

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1.9 Justification of the project

This project is important because simultaneous equations are used to solve real-world

problems where different factors are connected. In fields like engineering, physics, and

economics, these equations help us model and understand complex systems, such as balancing

supply and demand, designing stable structures, or predicting market trends. Without the

ability to solve these equations, it would be much harder to make decisions and create

solutions for interconnected challenges.

The project is also justified because it combines traditional methods, like substitution and

elimination, with modern tools like calculators and software. These tools make it easier to solve

large and complicated systems quickly and accurately. By exploring both the math behind the

equations and the practical ways to solve them, this project helps students and professionals

apply these skills to real-world problems. It connects mathematical concepts to everyday

situations, making it a valuable tool for education and problem-solving in many fields.

1.10 Definition of Key Terms and Concepts

Convention- It refers to an agreement that is signed by representatives of different countries

on a particular issue of common interest.

Cost effective education- An education system that uses a financial approach that is affordable

to both the consumer and the government.

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Co-teaching- This is an approach of teaching that involves two or more teachers teaching in one

class concurrently. In the case of this study one of the teachers has to be special needs

education teacher specialized in visual impairment.

Inclusive education- This is a kind of education that guarantees education to all learners

regardless of gender, religious background, race and disability status. In this case inclusion

involves disability of learners with visual problems.

Individual education plan- this is a both short term and long term plan usually a year or term

prepared by teachers of learners with special needs on a specific learner’s achievements and

weaknesses and teaching strategies so as to improve the learner’s weak areas.

Mainstream schools- These are general schools that any learner with no special need attends

for normal learning process then those with special needs are also included. This is in

comparison to the case where learners with special needs are taught separately in special

schools.

Pedagogy – These are teaching approaches that are employed by any particular teacher.

Structure – these are rules and regulations that are put in place so as to guide how people in a

society behave.

Visual impairment- This a general term to refer to the situation where people have eye

problems. These can either be blind or having low vision.

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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The study of simultaneous equations has been a key area of mathematics for centuries, with

early examples dating back to ancient civilizations. The Chinese were among the first to develop

methods like elimination in the 1st century CE, while Islamic scholars such as Al-Khwarizmi

made significant contributions to algebra in the Middle Ages. These early methods formed the

foundation for the systematic approaches used to solve systems of equations today.

In modern times, simultaneous equations are central to linear algebra, which deals with solving

systems using matrices, Gaussian elimination, and other methods. Books like Elementary Linear

Algebra by Anton and Rorres (2013) explain how these methods allow us to solve equations

efficiently and apply them in various fields, such as engineering, economics, and computer

science. Nonlinear equations, which involve more complicated relationships between variables,

are also studied. Nonlinear Equations: Theory and Applications by Dennis and Schnabel (1996)

explores the use of numerical methods for finding solutions when exact answers are difficult to

obtain.

Simultaneous equations have many real-world applications. In physics, they are used to

describe how forces, motion, and energy interact in complex systems. For instance, when

studying how multiple forces act on an object, we end up with systems of equations. In

17
economics, simultaneous equations help us understand market behavior, like how supply and

demand balance or how changes in one market affect another. Samuelson’s Foundations of

Economic Analysis (1947) introduced the use of simultaneous equations in economic modeling,

demonstrating their importance in analyzing real-world economic systems.

The development of modern technology has made solving simultaneous equations much easier.

Programs like MATLAB, Mathematica, and Python provide powerful tools to solve large systems

of equations quickly and accurately. These tools use advanced numerical techniques to solve

problems that would be too time-consuming or difficult to tackle by hand. Numerical Recipes by

Press et al. (2007) offers an in-depth look at these methods and explains how they are used in

various fields such as science and engineering.

In education, teaching students to solve simultaneous equations is considered an essential skill.

Research shows that when students can connect mathematical concepts to real-world

problems, they develop a deeper understanding of the subject. For example, applying

equations to everyday situations like budgeting, engineering design, or traffic flow makes the

learning process more engaging and practical. Boaler (2015) argues that linking math to real-

world problems helps students stay interested and learn more effectively.

In conclusion, the literature highlights the importance of simultaneous equations in both

mathematics and practical applications. From their historical origins to modern computational

methods, solving these equations remains a vital skill. This project builds on these established

methods and tools to explore how simultaneous equations can be used to solve real-world

problems more easily and effectively.

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2.2 Background of Special Education

Special education focuses on providing tailored educational opportunities to students with

disabilities, ensuring that they can learn and grow alongside their peers. These programs

address the needs of individuals who may face physical, intellectual, emotional, or sensory

challenges that make traditional classroom settings difficult to navigate. Special education

emphasizes the importance of creating inclusive and supportive environments where students

can develop skills, gain knowledge, and achieve their full potential.

The foundation of special education lies in ensuring equal access to education for all students, a

principle that has been strengthened by laws and policies in many countries. For example, the

Individuals with Disabilities Education Act (IDEA) in the United States ensures that children with

disabilities are entitled to free and appropriate public education. This includes providing

accommodations, individualized education plans (IEPs), and specialized teaching methods to

meet each student's unique needs. Schools and educators work closely with families and

specialists to create strategies that support the learning and development of every child.

Maintaining a safe and healthy environment is an essential part of special education, as many

students with disabilities are more vulnerable to health risks. Some may have weakened

immune systems, chronic health conditions, or sensory sensitivities that require extra care in

managing their surroundings. For example, students with asthma or severe allergies may be

affected by poor air quality, while others with sensory processing disorders may struggle in

environments with strong odors or harsh cleaning chemicals. Ensuring cleanliness in

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classrooms, therapy rooms, and common areas is vital for creating a space where all students

feel safe and supported.

This is where technology, such as fumigation robots, can play an important role. These robots

are designed to disinfect spaces efficiently and effectively, reducing the spread of germs and

maintaining high levels of hygiene. For special education settings, fumigation robots offer a way

to minimize risks without disrupting the learning environment. Unlike traditional cleaning

methods, which often rely on manual labor and can vary in effectiveness, robots provide a

consistent and thorough approach. They can also help reduce human exposure to cleaning

chemicals, which is particularly important in schools where students might be sensitive to

strong odors or residues.

By incorporating modern solutions like fumigation robots, schools and institutions can create

safer and healthier spaces for students with disabilities. This not only supports their physical

well-being but also helps promote their overall development and learning experience. Providing

a clean and safe environment is a crucial step in ensuring that all students, regardless of their

abilities, have the opportunity to thrive.

2.3 Inclusivity of learners with special needs in Education

2.3.1 The Concept of Inclusive Education

Inclusive education, according to UNESCO (2008) is a process of addressing and responding to

the diversified needs of all the learners. The increase of participation of learners, culture and

communities and to reduce exclusion from education. The aim is to ensure that the education

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system facilitates an environment where teachers and learners can accept and cope up with the

problems and the goodness of that diversity. In this inclusive educational method, an

environment is fostered where needs of the individual learners are catered for and all the

learners have the opportunity to succeed.

An Inclusive Education program prepares teachers in a way that they are able to meet the

various needs of all students in any given classroom, including those from diverse racial,

cultural, linguistic, socioeconomic backgrounds as well as students with special needs.

Inclusive education aims to provide equal opportunities for all learners, including those with

disabilities, to access education. One important aspect of inclusive education is adapting

teaching methods and materials to meet the diverse needs of students. This literature review

explores the concept of inclusive education in the context of titration, particularly focusing on

visually impaired (VI) learners.

Inclusive education is founded on the principle of providing equitable educational opportunities

for all learners, regardless of their abilities or disabilities. It promotes diversity, collaboration,

and respect for individual differences within the educational environment (UNESCO, 2009).

Inclusive practices involve accommodating various learning styles and adapting teaching

strategies and materials to ensure that all students can participate and succeed.

Visually impaired learners encounter unique challenges in science education, particularly in

laboratory-based activities like titration. The visual nature of titration, which involves observing

color changes and reading scale measurements, presents significant barriers for VI students

(Yelland & Masters, 2007). Traditional teaching methods often rely heavily on visual

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demonstrations and written instructions, making it difficult for VI learners to fully engage with

the material.

To promote inclusivity in titration experiments, educators have explored various adaptations

and accommodations to support VI students. One approach involves using tactile models or

tactile overlays to represent the apparatus and chemical reactions involved in titration (Perry &

Dwyer, 2007). These tactile representations allow VI learners to explore the experimental setup

through touch, enhancing their understanding of the process.

Additionally, audio-based instructions and feedback systems can be employed to provide VI

students with verbal cues and descriptions of color changes during titration (Bouvier, 2012). By

incorporating auditory information, educators can make titration more accessible and engaging

for VI learners, enabling them to actively participate in the experiment.

Visually impaired learners encounter specific challenges in science education, particularly in

laboratory-based activities such as titration experiments. Traditional laboratory procedures

often rely heavily on visual cues and observations, making it difficult for VI students to fully

engage in the scientific process (Bouvier, 2012). The visual nature of titration, which involves

detecting color changes and reading scale measurements, poses significant barriers for VI

learners.

To promote inclusivity in titration experiments, educators have explored various adaptations

and accommodations to support VI students. One approach involves the development of tactile

models and tactile overlays that represent the apparatus and chemical reactions involved in

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titration (Perry & Dwyer, 2007). These tactile representations enable VI learners to explore the

experimental setup through touch, facilitating their understanding of the process.

Additionally, audio-based instructions and feedback systems can be utilized to provide VI

students with verbal descriptions of experimental procedures and observations during titration

(Bouvier, 2012). By incorporating auditory information, educators can enhance accessibility and

engagement for VI learners, enabling them to actively participate in the experiment.

2.3.2 The Philosophy of Inclusive Education

According to Alberta 2010 inclusion is the pillar of today’s education system. He asserts that it

provides accommodation to all the learners. This inclusion provides an assurance of success,

equal participation and that is of quality to all learners. This is usually regardless of their

diversified abilities. It means that every individual has the duty and responsibility of perceiving

and handling themselves as well as others with much dignity with a view of enhancing their

potentials (Burden 2000).The objective of inclusive education therefore is to ensure that all the

students are provided with an environment that is most appropriate for learning as well as

providing them with

opportunities that are best for them to attain their potentials (Alberta 2010) Inclusion starts by

first acknowledging that every child as well as their family have the right to get an access to

education of high quality. This right cannot be curtailed by having any special needs. The

intention of inclusion therefore is to take out anything that bars full acceptance, participation

as well as learning for every child. It acknowledges that most of the problems that are

associated to special needs are embedded to social and cultural attitudes as well as practices.

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2.3.3 Historical Development of Inclusive Education

The 1945 universal declaration of human rights required every citizen to get education that is

appropriate irrespective of gender, race, color and disability status (UDHR,). In most countries

children failed to get education due to their background. According to the Jomtien (1995)

Special needs conference appreciated that inclusive education was the only cure to the

problem so as to achieve education for all.

By 15th century, learners who were having sensory impairments were being given a chance for

special education and by 1950s, they were being grouped according to disability especially in

the Scandinavian countries (Welfaceberge, 1972). However, these institutions were considered

to be artificial and counterproductive and hence the need for integration of these learners to

the normal community setting (JohnKimson, 1997).

According to UNESCO (1986) there was a survey carried out to establish how teacher were

being trained in eleven countries from across all the continents revealed that the teachers’

willingness to provide educational services for the students who are having special needs was

there. However, they had a feeling that they had no knowledge and skills that were required for

the same.

Consequently, a project to develop materials and teaching strategies was started under the

leadership of Prof Mel Ainscow. Workshops were held in all the continents and culturally

acceptable materials were prepared (UNESCO, 1993).

Following the success of the materials made by the workshop, a UNESCO conference at

Salamanca in Spain was held in 1994 and among other deliberations the conference agreed to

24
eliminate all the practices that were excluding the learners with special needs from their

normal counterparts (UNESCO, 1994)

In the context of Visual Inspection (VI) titration, an understanding of the historical development

of inclusive education provides valuable insights into the broader societal context in which

educational accessibility and equity have evolved. Inclusive education refers to the philosophy

and practice of providing equitable educational opportunities to all students, regardless of their

abilities, backgrounds, or learning differences.

One of the pioneering figures in the history of inclusive education was Maria Montessori, an

Italian physician and educator who championed a child-centered The mid-20th century

witnessed a paradigm shift in attitudes towards disability and education, fueled by social

movements advocating for civil rights, equality, and social justice. The passage of landmark

legislation, such as the Rehabilitation Act of 1973 and the Individuals with Disabilities Education

Act (IDEA) in 1990, signaled a seismic change in educational policy and practice, mandating the

provision of appropriate educational services to students with disabilities, including those with

visual impairments.

These legislative mandates, coupled with advances in assistive technology, educational

research, and professional development, have propelled the growth of inclusive education

initiatives worldwide. Inclusive education is now widely recognized as a fundamental human

right and an essential component of quality education for all students, regardless of their

abilities or differences.

25
In the context of VI titration, the historical development of inclusive education underscores the

importance of creating accessible and inclusive learning environments that accommodate

diverse learning styles and needs. For students with visual impairments, inclusive education

practices may include the provision of adapted educational materials, assistive technologies,

and supportive instructional strategies that facilitate meaningful participation in science

education, including laboratory experiments such as VI titration.

Moreover, the principles of universal design for learning (UDL) emphasize the importance of

designing educational environments and curricula that are flexible, adaptable, and responsive

to the diverse needs of all learners. By adopting a UDL framework, educators can create

inclusive science education experiences that empower students with visual impairments to

actively engage in scientific inquiry and experimentation, including VI titration.

As we reflect on the historical evolution of inclusive education and its relevance to VI titration,

it becomes evident that educational equity and accessibility are essential pillars of a just and

inclusive society. By embracing the principles of inclusion, diversity, and equity, we can create

learning environments that honor the unique strengths and contributions of all students,

fostering a culture of scientific curiosity, exploration, and discovery that knows no bounds.

2.3.4. Historical Development of Inclusive Education in Kenya

It is notably that during imperialism in Kenya, Education was only preserved for the Europeans

in Kenya (Esihwani, 1993). The church was the first group of people to recognize people with

special need (Odete, 2003). It is up to 1956 when the Kenya Society for the Blind (KSB) was

formed so as to champion the welfare of the visually impaired persons. Just as it was with other

26
organizations, for persons with disabilities, KSB worked with church organizations with a view of

supporting education and provision of other learning materials for the visually impaired

learners (Ndurumo, 1993).

During the period after Second World War a Salvation Army Major acquired the first Nursing

facility for the war soldiers at Thika and converted it to a school for the blind. This is the famous

Thika School for the Blind. It served as one of the initial institutions that offered basic education

for the visually impaired but in an exclusive manner (Mwayonga, 2003)

A Kenya integrated education program (KIEP) was established in1990s, after a number of

agreements were signed between the ministry of education and the Kenya society of the Blind.

The program aimed at integrating the children with visual impairment with their peers who are

sighted. Therefore, the KIEP complemented the promotion of inclusive education (Salim, 2003).

Following Kenya's independence in 1963, efforts to expand access to education for all Kenyan

children gained momentum, driven by a growing recognition of education as a fundamental

human right. The 1976 Education Act marked a significant milestone in Kenya's educational

history, affirming the government's commitment to providing free and compulsory education

for all children, regardless of their background or abilities.

Despite these legislative advancements, inclusive education in Kenya faced numerous

challenges, including inadequate infrastructure, limited resources, and a lack of specialized

support services for students with disabilities. The prevailing model of education was often

characterized by segregation and exclusion, with many children with disabilities being denied

access to mainstream schools and educational opportunities.

27
However, the turn of the 21st century brought renewed efforts to promote inclusive education

in Kenya, fueled by international commitmentsSuch as the Dakar Framework for Action and the

United Nations Convention on the Rights of Persons with Disabilities (CRPD). These global

frameworks underscored the importance of inclusive education as a means of fostering social

cohesion, promoting equal opportunities, and advancing human rights.

In 2003, Kenya enacted the Persons with Disabilities Act, which provided a legal framework for

the protection of the rights and welfare of persons with disabilities, including their right to

education. Subsequent policy initiatives, such as the National Special Needs Education Policy

(2009) and the Inclusive Education Policy (2010), further reinforced Kenya's commitment to

promoting inclusive education for all learners.

In the context of VI titration, the historical development of inclusive education in Kenya

underscores the importance of creating accessible and inclusive learning environments that

cater to the diverse needs of all learners, including those with disabilities. By embracing the

principles of inclusion, equity, and accessibility, Kenya can harness the transformative power of

education to empower all learners and foster a culture of scientific inquiry and innovation that

leaves no one behind.

2.3.5 Why Inclusive Education

The basis of inclusion is the principle of human rights to education for all. This is addressed in

the Salamanca statement which was the first international statement to address the

educational human right for all the people regardless of race, ethnicity or disability conditions.

28
According to Eklindh and van den Brule Balescut (2006) the main origin of inclusive education is

in UDHR of 1945 and 1990.

They further confirm that the Salamanca statement of 1994 addresses inclusive education as

their main agenda. The main idea behind inclusive education is to provide education to every

learner regardless of any differences and the difficulties they face. Being inclusive in provision

of education services means addressing all the challenges faced by all the learners in the

education sector (ibid).

According to the studies conducted inclusion is very essential because when you compare

academic performance of learners with special needs and those without those with special

needs it shows an improvement to those learners with special needs when applied. In addition,

all the learners have a need to build friendship, rapport, respect and understanding of each

other in order to be ready to become responsible members of the society. Inclusive form of

education gives all the learners this golden opportunity (Salisbury, 2008).

2.3.6 Inclusion of learners with special needs to the Curriculum

Curriculum is defined as a set of plans and that are prepared and adapted depending on the

existing learning situations as well as demands that may arise in future. According to Mulyasa

(2006) the demand of teacher training and equipping schools affects learning of students with

special needs. Further he asserts that there is need for education authorities to arrange their

curriculum, improve it, develop and evaluate while considering the social, cultural, financial as

well as the local potentials.

29
He also urges that societal needs, results and other aspects affects the schools and the entire

learning process.

(Tedesse et. al 2007) indicates curriculum for learners with special needs to be facing following

problems; supervision of curriculum implementation not being adequate, mismatch of the

curriculum with the school calendar and allocated time, finances and support with the

necessary learning materials low opinion among the teachers who are expected to implement

the curriculum.

Historically, the education of students with special needs has often been characterized by

segregation and exclusion, with limited access to mainstream educational opportunities.

However, over the past few decades, there has been a paradigm shift towards inclusive

education, driven by a growing recognition of the rights of all children to receive quality

education regardless of their abilities or differences.

Inclusion of learners with special needs in the curriculum is guided by principles of equity,

diversity, and social justice, which advocate for the removal of barriers to learning and the

provision of appropriate

Supports and accommodations to ensure the full participation and engagement of all students.

This includes adapting curriculum materials, instructional strategies, and assessment methods

to meet the diverse learning needs of students with disabilities, including those with visual

impairments.

One of the key frameworks guiding the inclusion of learners with special needs in the

curriculum is Universal Design for Learning (UDL), which emphasizes the importance of

30
designing curriculum materials and instructional practices that are flexible, adaptable, and

responsive to the diverse needs of all learners. By incorporating multiple means of

representation, engagement, and expression, UDL promotes accessibility and inclusivity in the

curriculum, ensuring that all students can access and engage with the content effectively.

In the context of science education, including VI titration, the inclusion of learners with special

needs in the curriculum requires careful consideration of their unique learning profiles and

needs. For students with visual impairments, this may involve providing alternative formats of

educational materials, such as tactile diagrams, braille texts, or auditory descriptions, to

support their understanding of scientific concepts and procedures.

Moreover, instructional strategies that promote active participation, collaboration, and hands-

on experimentation can enhance the learning experiences of students with special needs in

science education, including VI titration. By incorporating inquiry-based learning approaches,

cooperative group work, and practical laboratory activities, educators can create inclusive

learning environments that foster curiosity, exploration, and discovery among all students,

regardless of their abilities.

In recent years, there has been a growing emphasis on the role of technology in supporting the

inclusion of learners with special needs in the curriculum. Assistive technologies, such as screen

readers, magnification software, and tactile interfaces, can provide valuable supports to

students with visual impairments, enabling them to access digital learning materials, participate

in online discussions, and engage with interactive simulations and virtual experiments related

to VI titration.

31
However, despite the progress made in promoting the inclusion of learners with special needs

in the curriculum, challenges remain in fully realizing the vision of inclusive education. Issues

such as limited resources, inadequate teacher training, and attitudinal barriers continue to

hinder efforts to create truly inclusive learning environments.

In conclusion, the inclusion of learners with special needs in the curriculum is essential for

promoting educational equity and accessibility in science education, including VI titration. By

embracing principles of inclusion, diversity, and accessibility, educators can create learning

environments that empower all students to reach their full potential and contribute

meaningfully to the scientific community. Collaborative efforts between educators,

policymakers, and stakeholders are essential for advancing the goals of inclusive education and

ensuring that no learner is left behind.

2.4 The Visually Impaired Condition

Spungin 2002, defines Visual impairment as a challenge encounter in relation to one’s ability to

see. In this regard it is grouped into either blindness or low vision. Considered to be blind are

those who can see objects at 20 feet and below while sighted people can see same objects 200

feet while those considered to have low vision can see up to 20 feet of objects when the

sighted ones can see same objects at 70 feet. People use visual information to observe and

interpret the information in their environment.

32
Abang (2005) defines visually impaired individuals as those who have problems with their vision

that can be provided remedies either by surgery or providing optical correction. This includes

both the blind and those with low vision. Anomonye (1982) has his definition for visual

impairment as the act of having visual performance that is reduced. The said reduction was in

comparison to that of the normal vision. Sacks and silberman (1998), argues that teachers need

to understand the impacts that visual impairment has on learning. Bishop 1996, Maguvhe 2008,

Webster and Roe 1998 agrees that when learner’s vision is impaired then a number of skills are

affected.

These includes language skill, problem solving, reasoning and abstract thinking. Such have

adverse effect on a learner’s academic performance. A learner who has learning difficulties that

hinders them from lessons is said to be having special needs and hence the need for a special

educational program. (Hearty 1993) therefore teachers should consider as much as possible

and address the learning difficulties and differences as well as the styles of learning among

these learners (Mmbaga 2002).

Visual impairment (VI) encompasses a spectrum of conditions that affect an individual's ability

to see, ranging from mild visual impairments to total blindness. Understanding the diverse

nature of VI conditions is crucial for creating inclusive educational environments and

accommodating the needs of students with visual impairments in scientific activities such as

Visual Inspection (VI) titration. This literature review explores the various VI conditions, their

causes, functional implications, and strategies for supporting individuals with VI in science

education.

33
VI conditions can arise from a variety of causes, including congenital abnormalities, acquired

diseases, injuries, and degenerative disorders. Common causes of VI include refractive errors

(e.g., myopia, hyperopia), ocular conditions (e.g., cataracts, glaucoma), retinal disorders (e.g.,

macular degeneration, retinitis pigmentosa), and neurological conditions (e.g., optic nerve

atrophy, cortical visual impairment). Classification systems, such as the World Health

Organization (WHO) International Classification of Diseases (ICD) and the United States' IDEA,

categorize VI conditions based on etiology, severity, and functional impact, providing a

framework for understanding and addressing the diverse needs of individuals with VI.

The functional implications of VI conditions vary depending on factors such as the degree of

vision loss, the age of onset, and the presence of additional disabilities. Individuals with VI may

experience challenges in accessing printed materials, navigating physical environments, and

interpreting visual information. In the educational context, accommodating the needs of

students with VI requires specialized interventions, including the provision of alternative

formats (e.g., braille, large print), assistive technologies (e.g., screen readers, magnification

software), and adaptive strategies to facilitate learning and participation in VI titration and

other scientific activities.

Beyond the physical limitations, VI conditions can have profound psychosocial ramifications,

affecting self-esteem, social interactions, and overall quality of life. Stigmatization,

discrimination, and lack of access to opportunities can exacerbate the challenges faced by

individuals with VI, underscoring the importance of promoting inclusive attitudes, fostering

supportive communities, and empowering individuals to advocate for their rights and well-

being.

34
Advancements in technology have revolutionized the landscape of support services and

assistive solutions for individuals with VI, offering innovative tools and resources to enhance

accessibility and independence. Assistive devices such as screen readers, refreshable braille

displays, and tactile graphics enable individuals with VI to access digital content, navigate digital

interfaces, and engage with educational materials effectively. Emerging technologies, such as

wearable devices, computer vision systems, and haptic feedback technologies, hold promise for

further augmenting the capabilities and autonomy of individuals with VI in various domains,

including scientific exploration and VI titration.

In conclusion, understanding the diverse VI conditions is essential for promoting inclusive

practices and fostering equitable opportunities for individuals with VI in science education and

research. By acknowledging the multifaceted nature of VI, addressing its functional

implications, and harnessing the transformative potential of technology, we can create more

inclusive learning environments, advance scientific literacy, and empower individuals with VI to

contribute meaningfully to society. Moving forward, collaborative efforts among educators,

researchers, policymakers, and stakeholders will be crucial for advancing the field of inclusive

science education and ensuring that every individual with VI has the opportunity to thrive and

succeed.

2.4.1 Visually Impaired Need in the Learning Situation

IDEA (2004) defines visual impairment as an impairment of one’s vision in a way that even with

correction it affects one’s academic performance.

35
Paul Lumbardi (2017) asserts that one’s ability to see gives them tremendous ability to access

and learn about the world they are in. They are able to conceptualize on things and explain the

outlook of different things, their size, the physical environment as well as the hazards they may

be approaching.

According to Alberta (1996) Students with visual impairment at times exhibit fewer natural

learning experiences. This is associated to the fact that they are not able to see objects as well

as interactions. Main areas of learning that are adversely affected includes developing concept,

skills on interpersonal communication, life skills, orientation and mobility as well as the

academic development. Lumbardi (2017) emphasizes that much learning typically depends on

and occurs visually. He puts it out that when visual impairment occurs in early life then

development of some skills is delayed.

Research by Smith and Tyler (2018) emphasizes the importance of making science education

accessible to visually impaired students. They discuss various strategies such as tactile

diagrams, audio descriptions, and accessible laboratory equipment to support VI learners in

performing experiments like titration.

Research by Chen et al. (2020) explores the role of assistive technologies in enhancing science

education for visually impaired students. They discuss the potential of devices such as screen

readers, braille displays, and haptic interfaces in facilitating access to instructional materials,

including those related to titration experiments.

Work by Wilson and Lewiecki-Wilson (2016) advocates for inclusive pedagogical approaches

that address the diverse needs of visually impaired learners in science education. They

36
emphasize the importance of hands-on experiences and collaborative learning opportunities to

support VI students in engaging with topics like titration effectively.

These studies collectively underscore the significance of implementing inclusive strategies and

utilizing appropriate resources to accommodate the needs of visually impaired learners in

science education, particularly in the context of experiments such as titration. Further research

and practical interventions in this area are essential to ensure equitable access and meaningful

participation for all students.

2.4.2 Impact of Visual impairment on Education

According to Mwoma, (2017) in his journal on Education for the learners who are Visually

Impaired in Kenya, there is a big difference between the number of primary school learners

who are visually impaired and their counterparts in secondary schools. Those in secondary

school are fewer compared to those in primary school. This therefore suggests that the learners

who have visual impairments proceeding to secondary school are fewer than the actual number

of learners who enroll in primary school or there is a high rate of school dropout among

students with visual impairment in high school. The question arises then as to why small

number of students’ progress to secondary school.

Satu Santala who was the first embassy secretary sent by Finland to Tanzania when presenting

in a workshop that was discussing issues of inclusivity and gender in education observes that

there were very many challenges in the sector of education in a whole that leads to leaners

with special needs performing poorly in school and even those enrolled dropping from school

(ICC 2008).

37
He attributes this to the pedagogies used in teaching the students with visual impaired in these

classes that are inclusive. Absence of methods that are reliable and conducive in teaching these

learners in classes that are inclusive is one of the major reasons for preferring this research

topic (Daily News, 2012b; Gronlund, at.al 2010).

2.5 Chemistry to the VI learners

Chemistry is one of the most important branches of science and its knowledge is necessary in

the understanding of composition, properties and behavior changes of matter that form the

environment around us. Chemistry is highly important in modern societies because of its

requirement as a prerequisite to the study of many other science oriented courses such as

medicine, engineering and pharmacy. Due to the significance of chemistry, there is need for

students to be academically prepared at secondary school level for higher level pursuits.

Chemistry as a subject in Kenya is introduced to learners at secondary school level (Nyaga,

2011).

The VI learners study chemistry and do the same exam with their visually able peers. This is

according to the Normalization Theory. Theory of normalization has wolf wolfensberger (1980)

as the main proponent. This theory involves acceptance of the people who are having special

needs into the society.

Wilmshurst 2005 has it that the challenge encountered in developing support in the society has

been ignorance and resistance on the side of any given typically developed member of society

and who has cultural influences that people with special needs are in a way funereally different

and that it is in every person’s best interest that they be removed from the society.

38
However, they point it out that that part of the normalization process has been to bring back

these people to the society and support them so that they can attain the normal life as much as

they can. Wolf wolfensberger (1980) puts it urges it that people with special needs should not

be seen as being either sick, abnormal, lesser people, or even unformed but instead should be

viewed as people who requires significant support in some areas of life (Ndurumo 1993). This

argument brings in an understanding that every single individual requires to be supported at a

certain point in life.

However, most people will get support when needed in an informal manner or through an

approach that is socially accepted. This theory is therefore viewed to be important in guiding

the study since for century’s students who are having visual impairment have been segregated

from their peers who are sighted when it comes to education matters.

Chemistry has proved challenging for learners with vision impairment (VI) because it involves

visual laboratory observations, quantitative dispensing of chemicals, and complex diagrams.

Learners with VI are often excluded from active participation in laboratory experiments, with

sighted partners or assistants carrying out the experiment instead.

Some specialist equipment is available, such as talking thermometers or timers. However,

these can contribute to a feeling of self-consciousness or otherness. Studies have indicated that

a majority of students have difficulty in learning basic concepts in Chemistry due to sometimes

inappropriate teaching methods and inability to interpret and verify experiments on their own

(Shi, Power and Klymkowsky, 2011).

39
In overall review, if the learner is engaged in observing or manipulating real or virtual objects,

then it enhances his/her experience, understanding and skills. Practical work therefore enables

the students to think and act in a scientific manner in that it induces scientific attitudes,

develops problem solving skills and improves conceptual understanding.

As such, content mastery is enhanced and this translates to perfect transition from secondary

school into Science oriented courses at the university which is a height of training manpower

needed

For industrial development (Ayodele, Oludipe and Olusola, 2014). This is due to role played by

teaching and learning resources yet this is still among the major drawback in Kenya and so it

was the major focus of this project.

2.6 Challenge of conducting Titration by VI learners

Among the areas that is very important in chemistry practical and pose a challenge to these

learners is Titration. Titration is a simple technique that involves finding an unknown

concentration of a solution by reacting it with another solution of a known concentration.

Conducting titration experiments is a routine task undertaken as part of high school and

undergraduate chemistry laboratory curriculum.

However, the end point, which is indicative of the completion of the reaction, is determined by

a sharp color change because of the presence of an indicator. Therefore, this is not a viable

activity for students with poor eyesight and for those who might be unable to perceive the

color change due to visual challenge.

40
Often, it is unfortunate that these students either choose to stay out of the chemistry

laboratory by themselves during titration, or face difficulties in actively participating in the

activities, thereby relying on passive approaches.

Sometimes they depend on aid from their peers without visual problems, lab technician or

teachers for knowing the end point and reading the final volume during titration practical.

Visual Inspection (VI) titration presents unique challenges for learners with visual impairments,

necessitating tailored strategies and accommodations to facilitate their meaningful

participation in laboratory experiments.

Understanding these challenges is crucial for educators, curriculum developers, and

policymakers seeking to promote inclusive practices and ensure equitable access to science

education for all learners.

One of the primary challenges faced by visually impaired learners in conducting titration is their

limited access to visual cues and observations, which are integral to the interpretation of color

changes and endpoint determination. Unlike their sighted peers, visually impaired learners may

struggle to discern subtle variations in color or intensity, making it difficult to accurately gauge

the progress of the titration reaction and identify the endpoint. This limitation can hinder their

ability to perform titration independently and may require alternative approaches or

adaptations to the experimental setup.

Visually impaired learners often rely on assistive technologies and support services to overcome

barriers in conducting titration experiments. Screen readers, speech-to-text software, and

tactile interfaces can assist learners in accessing digital resources, navigating laboratory

41
protocols, and recording experimental data. Additionally, specialized support services, such as

orientation and mobility instructors, vision rehabilitation therapists, and assistive technology

specialists, play a crucial role in providing individualized training and assistance tailored to the

needs of each learner.

The complexity of laboratory equipment and procedures presents another significant challenge

for visually impaired learners in conducting titration experiments. Manipulating glassware,

measuring volumes of reagents, and performing precise titrations require fine motor skills and

spatial awareness, which may be challenging for learners with visual impairments. Moreover,

the tactile feedback provided by standard laboratory equipment may not be sufficient for

learners to accurately gauge fluid levels or manipulate apparatus, necessitating the

development of adapted tools and techniques to facilitate their participation.

Ensuring the accessibility of instructional materials and resources is essential for supporting

visually impaired learners in conducting titration experiments. Printed textbooks, laboratory

protocols, and data sheets must be provided in alternative formats, such as braille, large print,

or electronic text, to accommodate diverse learning needs. Additionally, digital platforms and

interactive simulations can enhance the accessibility of instructional content, allowing learners

to engage with scientific concepts and procedures through multiple modalities of

representation.

In addition to the practical challenges associated with conducting titration, visually impaired

learners may also face social and psychological barriers that impact their confidence, self-

efficacy, and sense of belonging in the laboratory environment.

42
Stigmatization, misconceptions about their abilities, and lack of awareness among peers and

educators can create additional hurdles for visually impaired learners, inhibiting their full

participation and engagement in scientific inquiry.

In conclusion, addressing the challenges faced by visually impaired learners in conducting

titration requires a multifaceted approach that combines technological innovations,

instructional adaptations, and inclusive practices. Educators, curriculum developers, and

policymakers must collaborate to develop accessible learning materials, provide specialized

training and support services, and foster inclusive learning environments that empower visually

impaired learners to pursue their interests and aspirations in science education. By recognizing

the unique strengths and perspectives of all learners, regardless of their abilities, we can create

a more equitable and inclusive educational system that celebrates diversity and promotes

excellence in scientific inquiry.

2.7 Simple adaptations for existing experiments for VI

There are simple ways to adapt existing experiments to make them accessible for students with

VI and allow them to work independently. Compared with observing an assistant perform the

experiments, this allows VI students to feel more engaged and enthusiastic.

2.7.1 Volumetric measurements

Adding dye to solutions to increase contrast, or using large print or tactile labels on measuring

apparatus, can make it easier for pupils with VI to take measurements. However, these

43
adaptations still rely on partial sight. We have developed a simple and effective alternative to

this. Notched syringes (figure 2) can be made to measure a specific volume. It would be

possible to cut multiple notches to allow one syringe to be used for multiple volumes, but this

could cause confusion.

The procedure for making a notched syringe is as follows:

 The plunger is pulled up until the base of the plunger is level with the intended volume.

 The notch is cut with a scalpel so that the bottom of the notch is in line with the top of

the barrel.

 Bum pons (raised stickers) are used to label the intended volume for the syringe.

The procedure for using the syringes is as follows:

 The maximum amount of liquid that the syringe can hold is withdrawn from the beaker

containing the reactant.

 The user places a finger in the notch and pushes it down until the bottom of the notch is

in line with the top of the barrel, expelling liquid back into the first beaker.

 The liquid that remains in the syringe is transferred to the reaction vessel.

Pupils with VI said that these syringes would allow them to “perform practical work without

assistance” and to be “confident in science.”

Figure1

44
Figure 1: a) A 5 mL syringe modified by cutting a notch in the plunger such that the bottom of

the notch is in line with the top of the barrel when there is 5 mL in the syringe. b) The syringe is

filled to full capacity. c) The liquid remaining in the syringe once the notch is in line with the

barrel is deposited into the reaction vessel. d) Syringes with intended volumes of 5mL, 1mL, and

0.5mL, made by cutting notches in different parts of the plunger.

Image courtesy of the authors Experiments that are accessible to students with

VI

In addition to adapting equipment for measurement, it is possible to design experiments that

use senses other than eyesight.

2.7.2 Experiments that utilize smell

There are a range of existing experiments with an olfactory component that lend themselves

naturally to inclusivity and universal design, such as esterification. The kinetics of ester

formation by Fischer synthesis can be explored by varying the alcohol and carboxylic acid

structures and monitoring the rate at which the ester can be smelt.

45
ChemBAM-VI is a project that was set up to provide experiments and activities that are

inclusive to students with VI. One experiment we created as part of the ChemBAM-VI project

compares activated carbon and BBQ charcoal for removing fragrances from water. This is a way

to introduce concepts such as water treatment, porosity, adsorption, and intermolecular

interactions. The same experiment can be done with coloured dyes, but the olfactory version is

accessible to pupils who are sighted or who have VI.

Additionally, we developed an olfactory titration by using onions as the indicator for an NaOH–

HCl titration.

Figure 2.

Figure 2: a) Onion is soaked in aqueous NaOH and b) the resulting NaOH solution is titrated with

HCl.

2.7.3 Experiments and resources utilizing touch

Compared with vision and hearing, touch has been found to be superior for processing material

characteristics and the detailed shapes of objects. LEGO bricks can be used as a tactile teaching

resource to teach concepts in chemistry such as periodic trends, molecular orbital diagrams,

46
and electron configuration, as shown in figure 4. This simple yet effective initiative shows the

potential for using low-cost household items as teaching resources.

Figure 3.

Figure 4: An example of LEGO bricks illustrating periodic trends in the electronegativity of

elements

As part of the ChemBAM-VI project, we have designed a tactile chromatography column. Plastic

balls and wool felt balls illustrate the mixed components and the strips of hook tape lining the

plastic tube represent the stationary phase (figure 5). Wool felt balls stick to the tape, while

smooth plastic balls fall through. The balls that have fallen through can be felt and the column

is large enough that it can also be explored by hand. This allows students to determine which

material has interacted with the hook tape. This can be used to explain the concept of column

chromatography and mixture separation to sighted students and those with VI.

2.8 VI Technology aids for Titration

2.8.1 Titration ColorCam

Figure 4.

47
Titration ColorCam is an app that can convert the color change in titration experiments into

beep sounds and vibrational pulses. It is effective at detecting color changes of specific

indicators and informs users before and upon reaching the end point. Currently, a significant

growth in the development of mobile learning environments is being observed. Hand-held

devices, such as smartphones and tablets have become affordable and easily accessible to the

student population throughout the world.

A large number of chemistry-related applications, popularly termed as “apps”, have been

designed for hand-held devices. A significant number of these apps are designed with an

altruistic attitude without any commercial interest and are freely available to all. Development

of assistive mobile technology to aid blind students in science, technology, engineering, and

mathematics (STEM) is an ongoing effort.

In recent years, some of the STEM-related apps included features such as an audio-enabled

calculator, use of devices like iPads for students with low vision to view classroom whiteboards

clearly, and an interactive audio–visual math tutoring app for middle school students with

moderate visual impairments. However, the number of chemistry-based “apps” that can be

highly useful and an appealing learning method for visually impaired students is limited.

48
In an attempt to extend the benefits of smartphones to a chemistry laboratory and to give a

multisensory dimension to observe color changes, we designed and developed an Android-

based application, the “Titration ColorCam” (TCC). The application uses the camera function of

a smartphone to capture and quantify the information involved in a color change during a

titration experiment.

The quantified data is converted into both audio (beep sounds) and tactile (device vibration)

feedback for the determination of an end point. Previously, various studies have employed

audio feedback for aiding blind and visually impaired students for learning. These reports

included audio-enabled conductivity and pH meters for titration, audio information on the

elements delivered through QR (Quick Response) code, and also a sonified infrared spectrum.

However, this technology has a limitation since it applies the use of mobile phones and tablets

which are not allowed to be used in the exam room. Also, in Kenya, students are not allowed to

have such gadgets in the school premises.

2.8.2 Automated Titrator Systems

The titrator determines the end point of the titration through a change in pH or mV in the

reaction. This is detected by a pH or RedOx Potential Probe. Thus eliminating manual

calculations and operator interpretation. There is no need to use indicators. The challenge with

this gadget is that it’s very expensive.

Figure 5.

49
CHAPTER 3

METHODOLOGY

50
3.1 Materials

The materials used in this project are;

ITEM DESCRIPTION QUANTITY

Burette Glass 1

Conical flask - 1

Burette stand - 1

Funnel Plastic 1

Nichrome wire 1.5 metres 1

Color sensor - 1

Arduino Uno R3 microcontroller 1

Vibration motor module - 1

Springs Metallic 1

DFmp3 player module - 1

Amplifier module - 1

Red LED 3mm 1

Active buzzer - 1

Jumper wires Male and female 1 set

Switch - 1

Project casing - 1

Figure 6.

51
Figure 6: Burette.

Sourced from the school laboratory.

Figure 7.

Figure 7: Conical flask (500ml)

Sourced from the school laboratory.

Figure 8.

52
Figure 8: Burette stand

Sourced from the school laboratory.

Figure 9.

Figure 9: Funnel (plastic)

Sourced from the school laboratory.

Figure 10.+

53
Figure 10: Nichrome wire (1.5 metres)

Sourced from the school laboratory.

Figure 11.

Figure 11: Color sensor

Sourced from Big Man Innovations Electronic shop.

Figure 12.

Figure 12: Arduino Uno (R3 Microcontroller).

Sourced from Big Man Innovations Electronic shop.

54
Figure 13.

Figure 13: Vibration Motor module.

Sourced from Big Man Innovations Electronic shop.

Figure 14.

Figure 14: Spring (metallic)

Sourced from Big Man Innovations Electronic Shop.

Figure 15.

55
Figure 15: DFmp3 player module

Sourced from Big Man Innovation Electronic shop.

Figure 16.

Figure 16: Amplifier module

Sourced fro Big Man Innovation Electronic shop

Figure 17.

56
Figure 17: Red LED (3mm)

Sourced fron Big Man Innovations Electronic shop

Figure 18.

(front-view and back-view)

Figure 18: Speaker (8W)

Sourced fron Big Man Innovations Electronic shop.

30

Figure 19.

Figure 19: Active speaker

Sourced fron Big Man Innovations Electronic shop

Figure 20.

57
Figure 20: Jumper wires

Sourced fron Big Man Innovations Electronic shop

Figure 21.

Figure 21: Switch

Sourced fron Big Man Innovations Electronic shop.

3.2 Procedure
58
3.2.1 Procedure of Making

a) The Nichrome wire is passed through the inside part of the burette and tied tightly on

both ends.

b) Connect one side of a wire on the top end of the Nichrome wire, and the other side one

on 5V Pin of Arduino Uno.

c) Tie another wire on a floater (piece of Rubber) and tie loosely on the Nichrome wire,

and the other end of wire connect to Digital Pin 9 of the Arduino.

d) Connect the Color sensor to the Arduino Uno as follows;

Figure 22.

e) Connect the DFmp3 player module, the amplifier module and speaker.

f) Using a 220-ohm resistor, connect the red LED and buzzer on Arduino as follows;

Figure 23.

59
 g) Connect the GND pin of the vibrating motor to the Arduino as follows.

Figure 24.

h) Upload a program that controls all the components connected on the Arduino.

3.2.2 Procedure of use

A summarized process scheme involved in the use of this gadget includes the following steps:

1. The user positions a conical flask on top of the vibrator pad.

2. A burette is charged with hydrochloric acid (HCL). Burettes are utilized for dispensing

solutions of precise concentrations, and in this case, HCL is selected as the titrant

Figure 25: The hydrochloric acid (HCl) is being transferred into the burette through the

process of decantation.

Use a pipette to add alkali to a conical flask.

60
Add an indicator to the alkali. An indicator is added to the alkali in the conical flask, which

causes a color change to occur.

Switch on the gadget.

Slowly add the acid into the alkali. The acid from the burette is allowed to run into the alkali, as

the vibrator ensure the reactants mix well.

Slow the adding of acid when beep sound from buzzer begins. The flow of the acid is slowed so

that it is added drop by drop.

Figure 26: A color change starts to be seen as we approach the end point of the titration.

6. Stop adding acid when there is a permanent color change. This is when intense beep sound is

produced and a voice alert from the speaker. The flow of acid is stopped.

61
Figure 27: A permanent color change indicates the end of the reaction.

7. Record the titre. The volume of acid delivered, known as the titre, is recorded.

8. Repeat the titration. The titration is repeated until concordant (within 0.1 cm³) titres are

obtained.

Figure 28.

(a) (b) (c)

Figure 28. Screenshots while performing a titration using The VI Learners Titration Friend.

(a) Initial view before starting the titration.

(b) Color of the solution as the end point nears. Short beeps are produced.

(c) Persistent beeps and Voice alert are generated on reaching the end point.

62
3.3 Mechanism

As the acid flows down into the conical flask, the floater moves to make the electric wire move

down on the Nichrome wire.

This movement produces different resistance on the power produced from the Arduino.

Therefore, the voltage changes. It is these different voltages that are programed into different

thresholds. The color sensor has also been programed to since change of color inside the

conical flask. Once there is color change, a voice alert is produced to make the user stop adding

acid from the burette. After which the final volume is sensed and a voice alert produced.

3.4 Precaution

 Caution must be taken for the experiments that involve acids, bases, and other corrosive

chemicals.

 Proper laboratory training should be given to a student on the coordinated handling of a

flask and controlling the drips from a burette prior to the introduction of the tool.

3.5 Assumption

A friendly Titration Aid for the VI learners is one that has all the following qualities;

 Fast adaptable.

 Easy to use.

 Cheap making it easy to be acquired.

63
3.6 Limitation

The limitation in this project is;

Has been programmed to be used only for Acid- Base titrations.

3.7 Effect on change of parameters

With a phenolphthalein-based titration as an example, the apparatus is set up against a white

background in a room with sufficient ambient light. Fluctuation of light intensity in the titration

flask may display erroneous false signals. Therefore, a light-source from the sides is always

preferable compared to a top light-source. In a room with natural light, the apparatus is placed

in a position where it faces the wall with the window to minimize the glare on the flask from

sunlight. It is ensured that the device audio is set to a high volume and the vibration mode is

turned on

3.8 Future adjustments and improvement

In future we shall improve the project by expanding the program so that it can also help to

perform other types of Titrations like REDOX Titration.

64
CHAPTER FOUR

RESEARCH METHODOLOGY AND DATA

Research methodology refers to the detailed procedure followed by the researcher in order to

realize the research objectives (Kombo and Delno, 2006). This chapter presented the

methodology, which was used to carry out the study to support this project. It further described

the type and source of data, the target population and sampling methods and the techniques

that were used to select the sample size. It also described how data was collected and analyzed.

4.1 Research Design

This study adopted a correlation research design. Correlation research design is defined as a

research design which allows a determination of whether or not an association exists between

two or more quantifiable variables, and the extent to which the two variables correlate (Oso

and Onen, 2011). This research design was used to compare two or more characteristics from a

group and to explain how those characteristics vary so as to be able to predict one variable

from the other.

Correlation research design was used to establish the relationship that exists between

academic performance in Chemistry subject and the luck of a friendly titration aid among the VI

learners. We also Performed a comparison study between our innovation and two other

existing titration aids.

65
4.2 Area of the Study

The study was carried out in Kibos school for the blind in Kisumu West Sub County of Kisumu

County. Therefore, it was chosen because it is the biggest school offering education to the VI

learners in Kisumu.

4.3 Study Population and Sampling

Population of the study comprised of Chemistry subject teachers and the VI students. Stratified

sampling was done to group the population onto homogeneous sub groups which share similar

characteristics, so as to ensure equitable representation of each set in the population. To arrive

at the actual number of respondents, the study employed purposive sampling which is a non-

probability sampling to pick on the students. KIM (2013) points out that purposive sampling

allows the researcher to use the cases which have the required characteristics and information

(Kothari, 2004). A total sample size of 20 students and 2 teachers were selected for the study as

per the Morgan’s table of sample size selection (Kasomo, 2006).

4.4 Data Collection

4.4.1 Instruments of data collection

Instruments refer to the tools which were used in collecting data (Orodho, 2009). The study

used questionnaires, interview schedule and document analysis guide as data collection tools

instruments.

4.4.2 Validity and Reliability of Instruments

66
Content and face validity was verified by the Principal of Kibos School to ensure reliability of the

test results. More items were added to the data collection instruments until an acceptable level

of reliability was achieved. The instruments were administered twice within four weeks.

Whereby the reliability was to be calculated and if the reliability coefficient was at least +0.70,

it showed a strong positive correlation between the variables and so the instruments were

considered to be appropriate (Kothari, 2004). Any inconsistencies and weaknesses noted in the

responses from the pilot study were corrected in the final instrument.

4.4.2 Data Collection Procedure

We sought permission from NACOSTI to use their Titration ColorCam, and from KEMRI Kisumu

branch to use their Automated Titration System in our study.

We then sought for a written permission from both the two schools;

 Permission from Kisumu Senior Academy Principal to leave the school to Kibos School

for the blind.

 Permission from the Principal of Kibos school for the blind to conduct research at the

institution.

We also sought permission from the County Director of Education of Kisumu County through

Kisumu West Sub County Director of education seeking permission to conduct research within

their areas of education jurisdiction.

We then made the following visits to the schools:

67
On the first visit, we went to introduce ourselves and to issue an introductory letter and to seek

permission from the school Principal and the consent of the teachers and students, to explain

to them the nature and purpose of our study. We issued the questionnaires to the respondents

as well. We then booked appointments for the interview exercise.

On the second visit, on the date agreed upon, we went to conduct the interviews, allowing

about 40-45 minutes for each respondent to be interviewed (Mugenda, 2009).

The respondents were interviewed at their places of choice and convenience. Either in an office

for teachers or under a tree for students, as long as the confidentiality of the conversation was

ensured. Note taking was done by the us for future reference. Also, conversation was tape

recorded for future reference purposes in cases where the respondents consented. (Mugenda,

2009).

On our third visit, we carried a long our project The VI titration friend, Titration ColorCam

sourced from NACOSTI and Automated titrator system Sourced from KENRI Kisumu branch.

With this visit, we aimed at making a comparison of adaptability of the three gadgets. We made

the students use them and compared how fast they understand and use.

4.5 Data Analysis and Presentation

The analyses were done separately for both quantitative and qualitative data. This enabled

comparison of the results from the quantitative and qualitative studies so as to determine if the

two data bases yielded similar or contrasting results.

Table 2

68
4.5.1 Correlation analysis of a friendly titration aid and the VI chemistry

performance.

Average % Average% Average%

performance in performance in performance in

first practical second practical third practical

Activity Activity Activity

Without a Titration Aid 10 12 10

With a Titration Aid 45 56 78

Figure 29.

Correlation of a Friendly Titration Aid and Performance

Without Titration Aid With Titration Aid

Table 3.

4.5.2 Cost comparison between three VI Titration Aids

TYPE COST

69
The VI Titration Friend 6,700

The Titration ColorCam 11,500

Automated Titrator System 28,000

Figure 30.

Cost Comparison between three VI Titration Aids

Automated Titrator System

The Titration ColorCam

The VI Titration Friend

0 5000 10000 15000 20000 25000 30000

COST

Table 4.

4.5.3 Time period for adaptability between the three VI Titration Aids

TYPE TIME PERIOD( Minutes)

The VI Titration Friend 3

The Titration ColorCam 7

Automated Titrator System 12

Figure 31

70
 TIME PERIOD FOR ADAPTABILITY
14
12
10
8
6
4
2
0
The VI Titration Friend The Titration ColorCam Automated Titrator System

TIME PERIOD (Minutes)

Table 5.

4.5.4 Percentage Error of the VI Titration Aids during use

TYPE %

Error

The VI Titration Friend 8.30

The Titration ColorCam 10.41

Automated Titrator System 16.67

Figure 32.

71
 % Error of the VI Titration Aids during use

The VI Titration Friend The Titration ColorCam Automated Titration System

4.6 Discussion of Data findings

This sub-chapter presents the analysis, interpretation and discussions of the quantitative and

qualitative data/findings of the study.

In overall, out of the 22 questionnaires administered to the respondents, 19 of them were

collected back for analysis, translating to 86.36 %. The response rate was considered adequate

because according to Oso and Onen (2011) in a study pointed out that for any questionnaire

return rate above 80%, then the response rate is acceptable and especially if the questionnaires

were administered by the researcher to the respondents as was the case of this study.

To support the first objective of the project, we tested the correlation between the availability

of a Friendly VI Titration Aid and the performance that they exhibited in different Titration

practical. The test was carried out by help of Pearson Co-efficient correlation. It was found that

the Pearson correlation co-efficient was 0.078. This is a positive correlation co-efficient.

72
It implies that as one variable increase, the corresponding response variable increase with the

same margin. This implies that as availability of Titration aid increase, the Titration performance

of the VI learners also increase.

In the second group of data, we analyse that The VI Titration Friend is the cheapest among the

other aids. It is 41.7% cheaper than The Titration ColorCam and 76.8% cheaper than Automated

Titrator System. This implies that it is affordable and can easily be acquired in large amount by

the VI learning institutions.

The third data shows that The VI Titration Friend is fast adaptable since the mean time of best

use by the VI learners was shorter than the other aids.

Finally, we analyze that the error in using our project is very minimal compared to the other

aids. It has a percentage error of just 8.30. we observed that the control experiment where we

let a learner who is visually able conduct normal Titration achieved an end point of 24cm³, yet

with The VI Titration Friend we had an average of 26cm³. The assumption is that this error is

due to the floater and Nichrome wire inside the Burette.

4.7 Variables

Dependent Variable

1. Accuracy of titration results: This could be measured by comparing the results obtained

using "The VI Titration Friend" with traditional titration methods.

2. Time taken for titration: one of the aims is to reduce the time required for titration.

73
 3. Ease of use: Subjective measures of use could be assessed through surveys or

questionnaires.

Independent Variable

1. Titration method: "The VI Titration Friend" might offer different titration methods or

techniques. Variations in the method could be used to evaluate its effect on accuracy,

speed, or user experience.

2. Environmental conditions: Factors such as temperature, humidity, or lighting conditions

in the titration environment could be varied to examine their influence on the

performance of "The VI Titration Friend" and the accuracy of titration results.

3. User experience customization: The ability for users to customize certain aspects of

their experience with "The VI Titration Friend” is to assess its impact on user satisfaction

and efficiency.

74
Figure 33.

Ability of VI leaners to self-conduct

Availability of a VI Titration aid

As availability of a VI Titration aid increases, the ability of the VI learners to self-conduct

titration practical also increases. So long as the type of titration aid remain constant.

The type of titration aid is a controlled variable it affects the cost, time period of adaptability

and titration error. All these in turn affect the ability of the VI learners to self-conduct titration

practical.

75
CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter provides a summary of the previous chapters. It also draws conclusion and

recommendations of the study based on the project objectives.

5.2 Summary of the Findings

The study established that;

 The VI learners are unable to conduct self- titration practical due to luck of VI titration

aids.

 Because these learners are unable to self- conduct titration, they don’t perform well in

paper three chemistry exam which therefore affects their overall performance in

chemistry.

 The other available aids are expensive, takes longer period of time for adaptability and

has a large error.

 The VI Titration Friend is the best aid since it is cheaper, is easily adaptable and has a

minimal error.

5.3 Conclusion

76
The detection of a titration end point using this application enables VI students to participate

independently in laboratory activities. The methodology presented can be effectively

introduced to generate interest in science, technology, engineering, and mathematics (STEM)

for students with visual impairments. The training process for getting acquainted with the

application requires routine practice and concentration. Over time, it has promising potential to

become a user-friendly technology to aid while performing a titration. In a future work,

applications involving auditory–tactile feedback for other activities to aid VI students will be an

interesting challenge.

From the study we conclude that we have achieved all the project objectives. First, The VI

Titration friend is a cheaper aid than the rest. Second, we have developed a tool that is fast and

easily adaptable for the VI learners. Finally, this titration aid has minimal error.

If the innovation is improved, it will be the best to boost chemistry performance among the VI

learners.

5.4 Recommendations

5.4.1 Recommendations for Further Research and Improvements

We recommend improvements on this innovation to make it better and most efficient. The

error during titration should not be eliminated or very minimal so that reading of the final

volume is the same as that of a normal titration done by a learner who is visually able.

The tool should also be improved to be used for other types of titration like REDOX titrations.

5.4.2 Recommendation for Training

77
5.4.2.1 Training of VI learners

The VI learners should be trained on using the VI Titration Friend so as to minimize errors

during use and to minimize the time used during titration.

5.4.2.2 Training of Chemistry teachers and lab technicians

We recommend that the chemistry teachers and lab technicians of the VI learners should be

trained on the use of the innovation so that they offer guidance to the learners.

78
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equitable quality Education and lifelong learning for all. Retrieved from:

http//co.unesco.org/world_education_forum_2015/Incheon_declaration

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63) United Republic Of Tanzania (URT). (2004). National Policy of Disability. Dar es Salaam.

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http//www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/

Nairobi_07/Tanzania_inclusion_07.pdf

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65) URT (2008). Development of Education: National Report of the United Republic of

Tanzania. Dar es Salaam: MoEVT.

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Language and Learning. London: Rutledge.

69) Wolfersberger W. (1972). Normalization: The principal of normalization on human

services. Toronto National institute on mental retardation.

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72) D. E. (1978). A pH Titration Apparatus for the Blind Student J. Chem. Educ. 55 (9) 605–

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74) Bouvier, R. (2012). Accessible science: Making chemistry labs friendly for students with

disabilities. Journal of Chemical Education, 89(4), 447-451.

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blind and visually impaired students. Journal of Chemical Education, 84(5), 854-858.

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and visually impaired students. Journal of Chemical Education, 84(5), 854-858.

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APPENDIX

APPENDIX 1: Interview Questions

A) Questions to the Chemistry teachers

Background information

Age……………………………………..

Gender …………………………………………….

Years of experience…………………………………

For how long have you been in your current station…………………….

What subjects do you teach?

a. ……………………………………………………

b. …………………………………………………….

What is your highest qualification? ………………………………

Do you have any training in special needs education…………………

If yes state

a. ………………………………………………

b. ……………………………………………….

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 c. …………………………………………………

i. What is your understanding on inclusivity in education?

ii. What difficulties do you encounter while Conducting titration practical in class room

with VI learners?

iii. What approaches do you employ in assisting the learners who have visual impairments

in conducting titration in classrooms that are inclusive?

iv. Are you aware of an Individualized Education Plan (IEP)?

If “Yes”

what is your understanding about it?

v. How do you implement IEP in students with visual Impairment during titration

experiments to ensure self-reliance among the VI learners in classes that are inclusive?

vi. Have you ever used any adaptive titration aid to assist the VI learners during titration

practical?

If “Yes”

which one?

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vii. What difficulties do you encounter in using that aid for students with visual impairment?

viii. What is the practical performance of the VI learners in your chemistry classes?

If “No” a) what is your plan to correct this performance?

ix. Would you wish to have a Titration aid to assist the VI learner?

THANK YOU FOR YOUR PARTICIPATION!!

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APPENDIX 2: Questionnaires for VI students

Questions asked as an interview then the researcher assist in filling questionnaire.

This questionnaire is for a study to back our Project development, therefore your cooperation is

important to us and is highly appreciated.

Questionnaire No. ……………………………….

Do you like chemistry as a subject?

YES NO

If “NO” why?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………....

Rate your performance in Chemistry practical.

1–2

3–4

5–6

7–8

9 – 10

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Can you self-conduct a Titration practical?

Yes No

If “NO” why?

……………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………

Have you ever used any Titration Aid in the school?

Yes No

If “YES” Which one?

……………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………….

If “NO” why?

……………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………....

Would you wish to use our VI Titration friend as a Titration aid?

……………………………………………………………………………………………………………………………………………………

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APPENDIX 3: Emails

1.

Anureet kaur <anureet544@gmail.com> Wed, Sep 24, 2023 at 3:02 PM

To: benediction2@gmail.com

Hello Mr Barack Mwakyeja. Am Anureet Kaur, a student

From Kisumu Senior Academy, Kenya. Through the advice of my project

Supervisor I wish to request you to allow my partner and i use Kibos School for the blind as a

case study area for our research to support the development of our science project. 9The VI

Titration friend). During the process we shall use some chemistry teachers and VI learners as

respondents. We shall also conduct some titration experiments in the school’s Chemistry

laboratory. Your positive response will be highly appreciated. Thanks in advance.

2.

Baraka Michael Mwakyeja <benediction2@ymail.com> Wed, Sep 24, 2023 at 5:05 PM

To: anureet kaur<anureet554@gmail.com>

DEAR,

YOUR EMAIL WAS WELL RECEIVED

KINDLY PROCEED.

PLEASE KEEP IN TOUCH SO THAT WE CAN KNOW WHEN YOU WILL BE COMING

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THANKS AND REGARDS,

Baraka Michael Mwakyeja,

Principal,

Kibos School for the Blind,

P.O.Box. 2513,

Mobile: +255767244677/ +255715244677,

Email: benediction2@ymail.com,

Skype name: benediction34.

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APPENDIX 4: Project photos

Figure 34

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Figure 35

96
Figure 36

97
Figure 37

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Figure 38

99
Figure 39

100
Figure 40

101
Figure 41

102
Figure 43

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APPENDIX 5: Budget

Figure 43

Particulars Cost (KSH)

Material 5,000

Labor 3,500

Photocopying 1,200

Stationary 1,800

Printing 1,000

Transport 1,500

Total 14,000

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