Goitse B. Ookeditse
3 Publications in AERD
Author Publications
Export PDFTeachers’ Perceptions of Mathematics-Related Barriers for Students With Visual Impairments
By Goitse B. Ookeditse
Mathematics is crucial in science, technology, and engineering career paths for all individuals, including Students with Visual Impairments. This study examined teachers’ perceptions of experiences and challenges that primary and secondary school Students with Visual Impairments faced concerning the learning of mathematics in Botswana. A descriptive survey research design was used in this study and data was collected from 84 participants. Mann Whitney U and Kruskal-Wallis tests were used to determine differences in teachers’ perceptions by position and school type respectively. Moreover, content analysis was used to summarize responses to open-ended questions. Teachers perceived that Students with Visual Impairments experienced barriers in key areas such as concept development and problem-solving, braille literacy, resources and support, instructions and modifications, and attitudes and the learning environment. Significant differences were noted among teachers’ perceptions based on whether they taught at a primary or secondary school. It is recommended that mathematics interventions for SWVIs should include creating a supportive learning environment, as well as collaboration within schools, between schools, and with external entities. © The Author(s) 2024.
Essential transition components and curriculum for students with disabilities to access postsecondary education in Botswana
By Goitse B. Ookeditse
Postsecondary education participation is crucial for successful transition to employment, consequently leading to self-reliant and productive lives especially for students with disabilities (SWDs). This study was conducted to examine teachers’ perceptions of pertinent transition components and the significance of the curriculum in promoting a smooth transition to postsecondary education for SWDs. Quantitative research using a cross-sectional survey was conducted with 258 participants. Determination of significant differences among distinct groups of teachers was based on Kruskal–Wallis tests with Mann Whitney U tests run as follow-up to identify where differences existed between groups. Generally, participants agreed, among others, that a written plan, variety of activities, academic and functional skills, and involvement of students’ parents/families in the transition process were essential transition components. However, participants disagreed about the relevance of mathematics, science, English and Setswana languages, and optional subjects in promoting successful transition to postsecondary education. Participants also varied on the extent to which they agreed and disagreed with transition components and coursework, respectively, in promoting a smooth transition process. It is therefore recommended that secondary teachers engage in professional development activities to minimize disparities in transition understanding and enhance their transition knowledge and competencies, thus facilitating successful transition of SWDs to postsecondary education. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Vocational teachers' perceptions of transition components and relevance of curriculum to employment for students with disabilities
By Goitse B. Ookeditse
Employment is one important post-school outcome for youth and adults and its benefits include enjoying a productive life, enhanced self-worth, and economic independence. Although Botswana has made notable strides to enhance post-school outcomes for students with disabilities (SWDs), many of these youth continue to face underemployment and unemployment. Hence, this study used a quantitative research approach to examine vocational teachers' perceptions of necessary transition components and the relevance of the curriculum in helping SWDs to transition to employment successfully. Participants were selected through census and purposive sampling from two regions in Botswana and their gender and teaching experience differences were further examined. A total of 158 participants completed a paper survey. A Factorial ANOVA was run to determine significant differences in participants' perceptions of essential transition components and the relevance of vocational coursework in supporting SWDs to transition successfully to employment. A Tukey post hoc test was run to establish differences between groups. Participants held somewhat positive beliefs about transition components and vocational coursework. However, participants' views were inconsistent based on gender and teaching experience. This diversity of views clearly shows the extent to which vocational teachers differ regarding transition planning, which may hinder the effective delivery of transition services.
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