Computer-based learning to enhance chemistry instruction in the inclusive classroom: Teachers' and students' perceptions

This paper reports on teachers' and students' perceptions about the effectiveness of computer use to enhance the teaching and learning of chemistry in inclusive classrooms. This study aims to investigate how students with visual and those with hearing disabilities can easily access chemistry instructions. The study adopted a mixed-method approach where the qualitative and quantitative data were collected. A survey questionnaire was used to collect data from 15 chemistry teachers. Besides, a semi-structured interview was used to collect qualitative data from 10 students comprising 5 students with hearing disabilities and 5 students with visual disabilities from five inclusive schools selected purposely. The quantitative data were analyzed by descriptive statistics whereby percentages were computed. The qualitative data obtained through interviews were analyzed by discourse and interpretive approaches. The results revealed that the computer is effective for teaching chemistry since it supports students with hearing and visual disabilities to learn chemistry. Moreover, a computer helps teachers to teach chemistry concepts and share with students the required chemistry resources in their learning. This encourages learners to explore new concepts, brainstorm and search for relevant information for both teachers and students. The lack of enough computers adapted by students with hearing and visual disabilities and the limited teachers' training in teaching students with disabilities were reported by some teachers as challenges. Therefore, the provision of computers and teachers' training to deal with every student's differences and needs were among the suggested potential solutions.