DEVELOPMENT AND ASSESSMENT OF THE USABILITY OF MATHEMATICAL TEACHING MODULE FOR VISUALLY IMPAIRED FOURTH YEAR STUDENTS

Abstract

This article reports the development process and evaluation of the usability of mathematical teaching modules for visually impaired fourth year students. The development process involved three phases namely, analysis of teaching needs; preparation of materials and experts' review on content of module; and usability assessments of module based on teacher's retrospection. Teaching needs analysis was conducted with 10 mathematic teachers selected from purposive sampling through semi-structured interviews. Next, the preparation and review of the content module involved five experts from different fields. Some suggestions were identified and improvements were made based on the recommendations provided. The module was refined and its usability was evaluated based on a retrospection of 15 reviewers, consisting of mathematics teachers who taught visually impaired fourth year students in Malaysia. Qualitative data was collected using semi structures interviews while quantitative data was gathered using questionnaire and the mathematical teaching module developed. Qualitative data was analysed thematically while quantitative data were analysed using descriptive statistic involving frequency and percentage. The findings show that the analysis of the need for teaching Visually Impaired Students required a wide range of teaching aids, strategies and teaching approaches that are appropriate their issues, as well as four methods of modifications that can be applied to mathematical subjects. The findings of quantitative studies indicated high level of approval from experts and teachers on the evaluation of the module in terms of four main aspects, namely presentation, pedagogy, content and theoretical relationship with the teaching module. Hence, this teaching module caters the needs of visually impaired fourth year students. The findings of the study suggest that the mathematical teaching module was able to make the teaching of teachers more effective and the learning of Visually Impaired Students more meaningful and interesting