Analyzing the Physics Learning Environment for Visually Impaired Students in Inclusive Secondary Schools: Evidence from Zomba District, Malawi

Abstract

Inclusive education remains a global priority; however, subject-specific challenges persist, particularly in science disciplines such as physics. This study examined the physics learning environment for visually impaired students in inclusive secondary schools in Zomba District, Malawi, using a mixed-methods research design. A total of 34 participants were involved, including 30 students and 4 physics teachers. Only student data (N = 30) were included in the quantitative analysis, while teacher data were analysed qualitatively. The findings revealed significant differences in learning outcomes between visually impaired and sighted students, with sighted students performing better (t(28) = -2.14, p = .041). Learning outcomes also varied significantly across age groups (F(2, 27) = 3.87, p = .033). Access to resources was significantly associated with gender (χ² = 3.92, p < .05). Correlation analysis indicated moderate positive relationships among access to resources, teacher support, student engagement, and learning outcomes, with student engagement showing the strongest association (r = .53). Multiple regression analysis identified teacher preparedness as the strongest predictor of learning outcomes (β = .36), followed by assistive technology and access to resources, with the model explaining 34% of the variance. Qualitative findings highlighted key challenges, including limited access to tactile learning materials, inadequate assistive technologies, insufficient teacher training, and barriers in conducting laboratory experiments. However, the use of multi-sensory teaching approaches was found to enhance student engagement and participation. The study concluded that although inclusive education policies exist, their implementation in physics classrooms remains inadequate. It recommends targeted investment in teacher training, assistive technologies, and accessible instructional materials to improve learning outcomes. These findings contributed to the advancement of inclusive STEM education in low-resource contexts.