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Impact of Class Sizes on Inclusive Instructional Practices for Learners with Visual Impairments in Government Bilingual High School in Mendong, Yaoundé 6 Subdivision, Cameroon

Domaine:

education

Type de record:

paper
Créateur:
DelMaiNta
Éditeur:
International Journal of Social Science and Human Research
Hôte:avatar
This study explores the impact of large class sizes on inclusive instructional practices for learners with visual impairments in secondary education in Cameroon. Using Government Bilingual High School Mendong in Yaoundé VI Subdivision as a case study, a descriptive survey design with a quantitative approach was employed to collect data from 60 teachers using structured questionnaires. The findings suggest that overcrowded classrooms hinder the implementation of inclusive practices, such as differentiated instruction, the use of tactile and auditory materials, and individualized learner support. A statistically significant negative correlation (r = -0.995, p < .01) was found between class size and the use of inclusive strategies. An independent samples t-test also revealed a significant difference in instructional effectiveness linked to class size (t = -3.28, p = .001). These results highlight the structural barriers hindering inclusive education in Cameroon and underscore the need for smaller class sizes, more inclusive teacher training, accessible learning materials, and stronger institutional support.

Tags

Inclusive Education, Class Size, Visual Impairments, Instructional Practices, Cameroon

Licenses

Creative Commons Attribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/legalcode

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