Factors Influencing the Performance of Visually Impaired Girls in Mathematics Education in Zambia

This study examines factors influencing the academic performance of visually impaired girls in mathematics education in Zambia. Despite national policies promoting inclusive education, significant achievement gaps persist for this group. A mixed-methods descriptive survey design was used, incorporating questionnaires, semi-structured interviews, and classroom observations with 60 learners, 15 teachers, and 5 administrators across 5 purposively selected secondary schools in Lusaka and Copperbelt Provinces. Findings reveal four interrelated factors: 1) Psychological barriers, including math anxiety and low academic self-efficacy; 2) School-based constraints, such as inadequate teacher training in adaptive pedagogy and shortages of Braille textbooks and tactile learning aids; 3) Socio-economic challenges, particularly household poverty limiting access to assistive devices; and 4) Cultural beliefs that devalue education for girls with disabilities. The study concludes that isolated interventions are insufficient. It recommends integrated strategies: mandatory in-service training on inclusive mathematics instruction, state-funded provision of assistive technologies, school-based psychosocial support programs, and community sensitization campaigns to address stigma. These measures are essential for achieving equity in STEM education.