USE OF BRAILLE ASSISTIVE TECHNOLOGY FOR EFFECTIVE ...

USE OF BRAILLE ASSISTIVE TECHNOLOGY FOR EFFECTIVE ASSESSMENT OF BLIND CANDIDATES: CASE STUDY OF THE UNIFIED TERTIARY MATRICULATION

EXAMINATION

Dr. Obinna M. Opara; Grace O. Onoja and Rhema F. Oguche

Abstract According to the World Health Organisation (WHO, 2011), about 39 million people in the world are blind. Of this figure, 90 percent live in developing countries and constitute the world’s most invisible and poorest minorities. In Nigeria, about one million people are estimated to be completely blind while about 3 million have one form of visual impairment or the other. The Joint Admissions and Matriculation Board (JAMB), as part of effective assessment delivery, adopts the use of Braille Assistive Technology tool for the blind candidates who sit for the Board’s examinations in Nigeria. The paper examines the importance of this technology and how it has helped to deliver effective assessment to the blind candidates. The overall objective of the paper therefore is to reiterate the need for the inclusion of the blind in the provision of university education in the African region for both human and national development. Data for the study was extracted from the Universities Matriculation Examination (UME) and the Unified Tertiary Matriculation Examination (UTME) applications and admissions’ statistics for the 2008 – 2011 academic sessions. Descriptive statistics was used in the analysis and findings revealed that Braille technology has no disadvantage on the performance of the blind candidates and thus, should be encouraged.

Key words: Braille, Assistive Technology, Effective Assessment, Blind Candidates and Visual Impairment

Education as a basic human right has been acknowledged and re-affirmed by several charters such as The Universal Declaration of Human Rights (1949), the United Nations General Assembly Charter (1959) and the United Nations Convention on the Rights of the Child (1989). Disability, according to the United States Code (2012) titled “29,300; Findings; Purpose; Policy” is a natural part of the human experience and in no way diminishes the right of individuals to live independently; enjoy self-determination and make choices; benefit from an education; pursue meaningful careers; and enjoy full inclusion and integration in the economic, political, social, cultural, and educational mainstream of the society in which they find themselves. Thus, no child should be excluded from being educated inspite of disability of any form.

In the quest for nations to achieve the Education For All (EFA) goals and different strategies are put in place with a view to extending the frontiers of knowledge through formal schooling to all, irrespective of disabilities or peculiarities. In the assessment of the blind for example, Assistive Technology is adopted. Public examination bodies, all over the world are not only concerned with delivering credible assessments but are also concerned with ensuring that all populations are adequately taken care of. For an examination body to be adjudged to be delivering effective assessment, no population, be it blind or physically challenged should be marginalised.

The paper examined the importance of the Braille Assistive Technology (BAT) and how the Joint Admissions and Matriculation Board (JAMB) have helped to deliver effective assessment to the blind candidates via this technology. Knowledge Review Volume 32 No. 1, May, 2015

Objective of the Study

The objective of the study is to reiterate the need for the inclusion of the blind in the provision of university education for both human and national development. It is also aimed at examining the extent to which the Braille Assistive Technology tool has impacted on the performance of the Blind candidates in the Joint Admissions and Matriculation Board (JAMB) examinations for the years under review. Statement of the Problem

In Nigeria, university education seems to elude a lot of disabled candidates because they are not aware of some of the available assistive technology tools such as the Braille Assistive Technology, designed to help them realise their dreams of getting university education. In spite of the lofty goals of the Education For All (EFA), a lot of disabled people like the visually impaired do not go beyond secondary education. This study creates the awareness on the use of Assistive Technology in helping the blind to overcome the problem they may face in the course of writing the UTME and thus, assist many visually impaired to have the opportunity to compete favourably with their sighted counterparts. Visual Impairment

Visual impairment is a vision loss to such a degree that requires additional support for the person. It can include retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, brain and nerve disorders and infection, etc (Wikipedia, 2012). Figure 1 below describes the complete or severe loss of vision in people. It is a major challenge inhibiting learning in people. Visual Impairment Blindness Low Vision (Complete or Severe Loss of Vision) Source: UNESCO Bangkok, 2009 What is Braille Technology?

Braille is the main medium through which reading and writing is made possible for the visually impaired and it is the first digital form of writing. It simply refers to a tactile script, based on a combination of one to six dots, in a six dot frame. The Braille system therefore is a method designed and developed for the visually impaired people to read and write. It was devised by a blind Frenchman called Louis Braille in 1825 (Wikipedia, 2012). Braille cells are made up of six raised dots arranged in two columns of three dots each. It is an embossed symbolic system that is read tactually. It is the specific placement of six raised dots that are numbered. Various arrangements of the dots make up 64 combinations, which are called cells and represent numerals, letters of the alphabet and word contractions (Wikipedia, 2012).


Figure 2 shows Braille numbered dots 1-6 beginning at the top left.

Source: Wikipedia 2011

The system of Braille which is derived from the Latin alphabet was originally designed by Charles Barbier based on a method of communication in response to Napoleon Bonaparte’s (King of France) demand for a code of secret and silent communication for his military (Wikipedia, 2011). This system as developed by Barbier encoded thirty-six (36) different sounds but was rejected by the military because it was difficult for them to perceive by touch. Charles Barbier met Louis Braille at the National Institute for the Blind in 1821. Louis Braille pointed out two major defects that characterised his code. These were the representation of only sounds which was unable to give the orthography of the words and the inability of the human finger to encompass the whole symbol. Through the help of Louis Braille therefore, Charles Barbier’s code was modified in 1825 using a 6 dot cell known as the Braille system to represent all letters of the alphabet (Wikipedia, 2012). Figure 3 Below Shows Some of the Disability Symbols Common to Man

Source: Wikipedia, 2012

Technology is a pivotal primary engine for education, economic activity and innovation in Nigeria and elsewhere in the world. It plays very important role in education, in the conduct of businesses, in government activities, in communication, commerce, etc. According to Wikipedia, the Free Encyclopedia (2011), technology is the making, usage, and knowledge of tools, machines, techniques, crafts, systems or methods of organization to solve a problem or perform a specific function. Assistive Technology (AT) which is also interchangeably used for Adaptive Technology includes assistive, adaptive and rehabilitative devices adopted by people with disabilities thereby helping them achieve what they set out to achieve.

Use Of Braille Assistive Technology For Effective Assessment Of Blind Candidates: Case Study Of The Unified Tertiary Matriculation Examination

Importance of Assistive Technology The Assistive Technology Act of 2004 defines the device as ”…any item, piece of equipment, or

product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (Standards.gov. 2011). The world today is technology oriented and technology driven. Thus, the world has progressed past analogue way of doing things to having technology speed up things in the world in just seconds. This is great news for persons with disabilities. Technology systems can enable visually impaired take on extra processing tasks and become adaptive. This allows a person with a disability to be abreast of available technology too.

Assistive Technology tools, such as Braille, therefore enable people with visual impairment to learn and be assessed in an examination setting. Some examples of Assistive Technology devices which can be “low tech,” “medium tech,” or “high tech” include: power and manual wheelchairs, scooters, canes, walkers, and standing devices, durable medical equipment and medical supplies, such as patient lifts and incontinence supplies, special equipment to help people work, study, and engage in recreation, such as enlarged computer keyboards, amplified telephones, magnifiers, voice recognition software, and adaptive sports equipment, optical Braille recognition, etc.

Assistive Technology (AT) assist persons with disabilities live normal and independent lives and

enable them also to become beneficiaries of technology revolution as experienced in the world today. Examples of these Assistive Technology devices are devices such as wheelchairs, hearing aids, use of Braille, etc. Challenges Faced by the Blind/Visually-Impaired Candidates

Access to communication is equal access to knowledge. The two go hand in hand. It is a known fact that candidates/students with visual impairment sometimes have fewer natural learning experiences. This is because they are unable to observe objects and interactions. Concept development; interpersonal communication skills; life skills; orientation and mobility skills; and academic development are areas of learning of the visually impaired that are particularly affected. These challenges are thus discussed below. Interaction with the Environment

Blind candidates are faced with difficulty of interacting with their environment. This is primarily because of the difficulty for them to perceive where they are and the difficulty to move from one place to another. Usually, movement for them can become restricted, creating little contact with the surrounding world. People with complete blindness or low vision thus, often have a difficult time self-navigating outside well-known environments. This is a problem for them especially when they have to get to their centres to sit for examinations. Hence, they depend on friends and family members to help navigate their way to their examination centres. Social Interaction

Social interaction could act as a major restriction to the blind and indeed the blind candidates. Apprehension or awkwardness on the part of sighted people when dealing with the blind can create difficulty for the blind in developing relationships. Thus, they are often stereotyped to fit into specific roles in the society. Visual impairment poses considerable social challenges to the blind, usually in relation to the activities in which a blind person cannot participate. It affects their ability to perform many job duties, which severely limits employment opportunities for them. Participating in extra- curricular activities such as sports, games, etc. are restricted. Visual Symbols

Visual symbols help the sighted in communication. Sighted people depend on what they see to warn them of danger, to provide direction and to interact with people. The blind however do not have this


privilege. They are often placed in a situation of being excluded from these symbols, which in effect cuts them off from a portion of the world. Concept and Academic Development

The blind experience difficulties in concept and academic development more than their sighted counterparts. Concepts development for example is the basis of all teaching/learning process. It refers to the understanding needed to make sense of the world. Concept development includes ideas about oneself and others, objects and the environment one finds him/herself. The visually impaired unlike their sighted learn these concepts through repeated exposure. This hampers effective academic development in the blind. Gainful Employment

Being gainfully employed is the most important determinant of quality of life. The blind have difficulty finding adequate employment. According to Wikipedia (2012), gainful employment is a positive psychology concept that explores the benefits of work and employment. Public Perception

Most people as well as sighted people in the society perceive the blind as being incapable of functioning in the society. They are usually biased or prejudicial to them in the society. This acts as an impediment to their success in the society. Obtaining Social Benefits

The blind in developing countries, find it difficult accessing social benefits such as getting a scholarship to study and pursue their dreams. Processes of Test Development and Examination Administration for Blind Candidates in JAMB

In Nigeria, the Joint Admissions and Matriculation Board (JAMB) delivers Braille assessment to her blind candidates. It addresses and responds to the diversity of needs of all candidates. The fact that a person is blind, for example, is not a limitation to him/her pursuing and attaining academic heights. JAMB recognises that inclusion is a step further in mainstreaming, whereby all individuals who are desirous of acquiring tertiary education are all given a level playing ground irrespective of their backgrounds, disabilities or other latent peculiarities. JAMB is able to do this by structuring its curriculum provision and allocating funds with a view to enhancing equality of opportunity for all its candidates. Many tools are available to enable blind persons obtain, store, retrieve and communicate information via assessment feedback. However, JAMB recognises the importance of Braille as an effective Assistive Technology tool and thus, maximises it for the benefit of her blind candidates. Test Development

The processes involved in generation of test items for the blind is same as that of the regular candidates. The Test Development Department in conjunction with item writers in the various universities in the country generate test items for the blind as well as other populations in line with international best testing practices. Improving test quality and delivery is the utmost goal of JAMB. Thus, items are generated, moderated, pilot-tested, analyzed using Item Response Theory (IRT), selected and typeset to camera-ready stage and thereafter transcribed using Duxbury Translator.

In JAMB, the version of Duxbury Translator used is DBT 10.7. Some of its features includes:

faster and easier process of converting regular print to Braille and vice versa; easy proofing and teaching tool with built-in interline printing to have ink-Braille and print together; Mathematics / Science Code and Computer Braille translation for American, British, and French Braille; ability to include tactile graphic files for mixed text-and-graphic documents. It allows languages other than the principal language to be


embedded in the same file; spell-checker with 300,000-word dictionary, embossing to all major Braille printers and the ability to process files as large as the operating system allows.

JAMB also uses Zychem, the global leader in tactile diagrams for education for adapting

diagrams for the assessment of the visually impaired in subjects like Geography, Physics, etc. Test Administration

In administering tests to the visually impaired during the Universities Matriculation Examination (UME)/Unified Tertiary Matriculation Examination (UTME), candidates were/are allowed five and half (51/2) hours to write the examination as against the three and half (31/2) hours allocated to the sighted candidates. This population of candidates were/are allowed to write Use of English which is compulsory for all candidates in two hours while the other part which comprised a set of three subjects are written in three and half (31/2) hours respectively. They are however given two options of either Brailing or typing their test responses. This is so because, it has been observed that some blind candidates do not know how to use the Braille. Such candidates have their questions dictated to them while they type their responses using their type writers. This is geared towards enabling as many of them who desire university education to do so through sitting for the JAMB examinations. Usually, most JAMB visually impaired candidates Braille their test responses under a very serene examination atmosphere. Comprehensive data of the visually impaired are captured alongside other candidates through the biometric technology and stored in the Information Technology Services (ITS) Department for future use(s). Before 2007, the blind could only sit for their examination in the Board’s examination centre 1 in every examination town. Today, visually impaired candidates can sit in any examination centre to do their examination. Post Examination Processing

Immediately after the examination, the Supervisor in each examination centre is directed to pack answer scripts of the blind separately in a provided envelope. Once the examination is over, the Supervisor hands over the envelope to the Team Leader (usually a JAMB staff) who in turn returns the envelope directly to the JAMB headquarters for safety purposes. In the end, the Board’s Braille Transcriber transcribes manually brailled responses into the Optical Mark Readable (OMR) sheet for scanning and scoring purposes. The Transcriber reads through the brailled answer sheets of the blind, picks the answers to each test item as supplied by the blind and thereafter transcribes into the OMR earmarked for the blind candidate. The process of scanning and scoring is the same for all populations whether blind or sighted. Admission into Tertiary Institutions

During the Admission Policy meeting organised by the Board, the Vice-Chancellors, Rectors, Provosts are usually directed to admit qualified visually impaired candidates that have the required cut-off point for any course applied for. Today, many candidates have been admitted into the Nigeria tertiary institutions based on Merit, Catchment and Educationally Less Developed States (ELDS) criteria. Procedures Research Questions

The following research questions were raised to guide the study: 1. What are the application and admission patterns of the blind candidates in the 2008 - 2011 UME

and UTME? 2. How has the Braille Assistive Technology assisted the blind candidates’ performances in the in

2008 – 2011 UME and UTME? Methodology

This study employed the descriptive design method. This is so because the researchers extracted the data from the Information Technology Services Department on candidates’ information on


applications and admissions. The choice of the four (4) years was to compare performances of the blind candidates in the UME as well as the UTME to see if there exist any significant differences. Data Collection

Data for this study was extracted from the 2008, 2009 Universities Matriculation Examinations (UME) and the 2010, 2011 Unified Tertiary Matriculation Examinations (UTME) applications and admissions. Candidates who took the 2008, 2009 UME and 2010, 2011 UTME formed the population for the study. The sample was the blind candidates who sat for these examinations. Data Analysis Procedure

The study employed the use of descriptive statistics in the analysis of its research questions. Data Analysis and Interpretation Research Question 1

What are the application and admission patterns of the blind candidates in the 2008-2011 UME and UTME? Table 1.0 Number of Blind Candidates’ Applications by Academic Areas and Gender for the 2008, 2009, 2010 and 2011 Academic Years

2008

2009

2010

2011

S/N AC

AD

EMI

C

AR

EAY

MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

1 ADMIN 5 4 1 - 5 2 2 2

2 ARTS/HUMANITIES 5 6 9 4 15 11 25 12

3 EDUCATION 6 2 10 3 12 4 20 7

4 ENG/TECH 4 1 - - 6 2 2 -

5 LAW/LEGAL 15 4 19 5 21 4 26 10

6 MEDICINE 2 3 - - 2 5 - -

7 PHARMACY - - - - - 1 - -

8 SCIENCES 1 2 1 - 10 4 3 5

9 SOCIAL SCIENCES 18 7 12 6 30 18 34 13

Total 56 29 52 18 101 51 112 49 Source: JAMB, 2012

Table 1.0 shows the number of blind candidates’ applications by academic area and gender for the 2008, 2009, 2010 and 2011 academic years. In 2008, a total of blind candidates’ applications were received. The highest number of applications (112 males and 49 females) was received in 2011 making a total of 161. It appears that more blind candidates applied to the Social Sciences than in the other academic areas. This is followed by Law/Legal and Arts/Humanities. Only few applications were received from the Sciences and Pharmacy. It is worthy of note to see blind candidates applying to Engineering/Technology. This is encouraging and shows that there is ability in disability. As in other cases seen, the UTME of 2011 had more applications than in the other years.


Figure 2.0: Number of Total Applications of the Blind Candidates by State and Gender for 2008, 2009, 2010 and 2011

S/N STA

TE

2008 2009 2010 2011 Total

MA

LE

FEM

AL

E

MA

LE

FEM

AL

E

MA

LE

FEM

AL

E

MA

LE

FEM

AL

E

1 ABIA 1 1 1 - 11 2 5 - 21 2 ADAMAWA - 1 - - 1 - 2 - 3 3 ANAMBRA 3 3 4 2 1

4

17

4 AKWA IBOM 1 - 1 - 4 3 2 1 12

5 CROSS RIVER 1 1 2 - 1 - 3 2 10

6 BAY - - - - - 1 - 1 2 7 BENUE 4 - 2 - 5 - 2 1 14 8 BAUCHI - - 1 - - - 2 - 3 9 BORNO - - 1 - - - 3 - 4 10 EBONYI 2 - 2 - 4 1 2 2 13 11 EDO 3 2 2 1 3 4 4 3 22 12 EKITI 2 1 - 1 3 - 3 3 13 13 ENUGU 2 1 - - 6 1 6 - 16 14 DELTA 4 - - 3 4 3 2 2 18 15 FCT - 1 - - - - - - 1 16 GOMBE - - - - 1 - 2 - 3 17 IMO 9 5 3 2 9 4 8 5 45 18 JIGAWA - - - - - - 1 - 1

05

10152025303540

Num

ber

of A

pplic

atio

ns

Faculty Applied

Figure 4: Number of Blind Candidates' Applications by Faculty, Gender and Year

2008 MALE 2008 Female 2009 Male 2009 Female

2010 Male 2010 Female 2011 Male 2011 Female


19 KADUNA 2 2 3 - 3 1 6 - 17 20 KANO 1 1 - - 5 1 5 - 13 21 KATSINA - - - - 2 - 4 - 6 22 KEBBI 1 - - - 1 1 - - 3 23 KOGI 1 2 1 2 4 8 4 2 24 24 KWARA 5 3 2 - 5 1 5 2 23 25 LAGOS 1 - 2 2 1 2 1 2 11 26 NASARAWA 1 - 2 1 2 1 3 2 12 27 NIGER 1 - - - 1 1 1 3 7 28 ONDO 4 - 4 1 5 3 5 3 25 29 OGUN 3 - 6 - 7 2 9 5 32 30 OSUN 1 2 4 1 4 3 7 6 28 31 OYO 2 1 3 1 6 7 11 3 34

32 PLATEAU - - - - 1 - - - 1

33 RIVERS 1 2 1 - 1 - - - 5 34 SOKOTO - - 2 1 - - - - 3 35 TARABA - - 2 - - 1 - 1 4 36 YOBE 1 - - - - - - - 4 Total 56 29 52 18 101 51 112 49 468

Source: JAMB, 2012 Table 2.0 shows the geographical spread of the blind candidates’ applications. It can be seen that

Imo has the highest number of applicants followed closely by Oyo, Ogun and Osun respectively. The least applications were received from Plateau, Yobe and FCT. Also, more male applications were received from Imo State than other states. Some states did not record any blind candidates for females. States like FCT, Plateau and Yobe states.

Source: JAMB, 2012

0

5

10

15

20

25

30

ABI

AD

AA

NA

AK

WC

/RBA

YBE

NBA

UBO

REB

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ITI

ENU

GU

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Num

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States

Figure 5: Number of Total Applications of the Blind Candidates by State and Gender for 2008, 2009, 2010 and 2011

Male Female


Figure 6 shows the trend in applications of blind candidates according to year and gender. From Figure 6 it can easily be seen that there is a steady rise in application over the years. More male than female applications was received. In the 2010 and 2011 UTME, a near parity in the application of males was recorded. In 2009 however, there was a slight drop by the female blind candidates. As with other cases, the UTME of 2010 and 2011 witnessed an increase in applications. Table 3.0 Number of Blind Candidates’ Admitted by Academic Areas and Gender for 2008, 2009, 2010 and 2011 Academic Years

2008

2009

2010

2011

S/N AC

AD

EMI

C A

REA

S

MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

1 ADMIN - - - - - - 1 -

2 ARTS/HUMANITIES 2 2 1 1 11 1 1 2

3 EDUCATION 2 2 4 2 6 2 1 -

4 ENG/TECH 1 - - - 1 - - -

5 LAW/LEGAL 5 1 6 1 5 1 1 1

6 SCIENCES - 1 - - 7 7 2 4

7 SOCIAL SCIENCES 7 1 - 2 6 3 8 1

Total 17 7 11 6 36 14 14 8 Source: JAMB, 2012

0

20

40

60

80

100

120

2008 2009 2010 2011

Num

ber o

f App

licat

ions

Year of Application

Figure 6: Number of Blind Candidates' Applications by Year and Gender

MALE

FEMALE


Source: JAMB, 2012

Table 3.0 and Figures 7 and 8 show the number of blind candidates admitted by academic area

and gender. 2010 recorded the highest number of blind candidates admitted. The highest number of blind candidates admitted therefore was 50 in 2010. This is followed closely by 2008 and 2011 with 24 and 22 respectively. In the same year, the number of candidates in Administration was highest while the least was in Education. In the 2008 UME, Sciences had the highest admitted number of candidates. In 2009, fewer female blind candidates were admitted in all the academic areas.

02468

1012

MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

2008 2009 2010 2011

Num

ber

of C

andi

date

s Adm

itted

Year and Gender

Figure 7: Number of Blind Candidates Admitted by Year, Academic Areas and Gender

Admin

Arts/Humanities

Education

Engineering

Law/Legal Studies

Sciences

Social Sciences

0

10

20

30

40

2008 2009 2010 2011

Num

ber o

f Am

issi

ons

YEAR OF ADMISSION

Figure 8: Number of Blind candidates Admissions by Year and Gender

MALE

FEMALE


Table 4.0: Total Number of Blind Candidates Admitted According to States and Gender For 2008, 2009, 2010 and 2011

Source: JAMB, 2012 Table 4.0 shows the total number of the blind admitted according to states and gender for the years under review. It can be observed that Imo State has the highest number of admissions for the years under review. This is followed closely by Oyo State with 11 admitted. Adamawa, Borno and Nasarawa had the least with only 1 candidate admitted respectively.

S/N STA

TE

2008 2009 2010 2011

TOTAL MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

MA

LE

FEM

ALE

1 ABIA - - - - 3 - - - 3

2 ADAMAWA - - - - 1 - - - 1

3 ANAMBRA - 1 1 - - - - - 2

4 AKWA IBOM - - - - 1 1 - - 2

5 CROSS RIVERS 1 - - - - - 1 - 2

6 BENUE 2 - 1 - - - - - 3

7 BORNO - - - - - - 1 - 1

8 EBONYI 1 - 2 - 1 - - - 4

9 EDO - 2 - - 2 2 - - 6

10 EKITI 1 - - - 1 - - 1 3

11 ENUGU 1 - 1 1 2 - - - 5

12 DELTA 2 - - - 4 1 - - 7

13 IMO 2 1 - 1 5 1 3 - 13

14 KADUNA 1 1 - - 2 1 - - 5

15 KANO 1 - - - 1 1 - - 3

16 KATSINA - - - - 1 1 - - 2

17 KOGI - - - 2 1 1 - 1 5

18 KWARA - - - - 1 1 1 1 4

19 LAGOS 1 - 1 1 - - 1 1 5

20 NASARAWA - - - - 1 - - - 1

21 ONDO 1 - 1 - 1 1 - 1 5

22 OGUN 2 - 1 - 1 - 2 1 7

23 OSUN - - 2 1 2 - 1 2 7

24 OYO 1 - 1 - 4 2 3 - 11

25 RIVERS 1 2 - - 1 - - - 3

26 TARABA - - - - 1 1 - 2

Total 17 7 11 6 36 14 14 8 112


Source: JAMB, 2012

Figure 9 shows a distribution of blind candidates admitted into various states by gender. It can be seen that admission of blind candidates spread in twenty-six (26) out of thirty-six (36) states of the federation representing 72.2%. Imo State, Oyo and Ogun States had the highest number of male blind candidates admitted. Parity in number of admission between male and female was observed in Anambra, Akwa Ibom and Taraba states respectively. Research Question 2

How has the Braille Assistive Technology assisted the blind candidates’ performance in the 2008 – 2011 UME and UTME?

0

5

10N

umbe

r of A

dmiss

ions

States

Figure 9: Total Number of Blind Candidates Admissions According to States and Gender

MALE

FEMALE

S/N PERFORMANCE

YEAR/GENDER 2008 2009 2010 2011 MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE 1 BELOW 180 13 10 14 4 30 17 31 10 2 180 – 200 11 5 15 5 19 10 21 15 3 201 – 250 18 9 15 5 38 20 44 22 4 251 AND ABOVE 3 1 1 - 4 - 6 2 Total 45 25 45 14 91 47 102 49 Source: JAMB, 2011

Table 5.0 shows the performance of blind candidates’ applications by year and gender for the 2008, 2009, 2010 and 2011 academic years. The highest number of applications of 151 visually impaired candidates was received in 2011. This was followed by 138 in 2010. The least was in 2009 with 59 candidates. The highest number of candidates scored between 201 and 250. Table 6.0: Admitted Blind Candidates by Year and Gender

S/N PERFORMANCE

YEAR/GENDER 2008 2009 2010 2011 MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE

1 BELOW 180 2 1 - - - - - - 2 180 – 200 3 1 5 1 7 2 2 2 3 201 – 250 11 4 6 5 27 12 8 3

4 251 AND ABOVE 1 1 - - 2 - 3 2

Total 17 7 11 6 36 14 13 7


Table 5.0: Performances of Blind Candidates by Year and Gender

Source: JAMB, 2012

Looking at the blind candidates’ performances in 2008 and 2009 UME and comparing the results with 2010 and 2011 UTME, one can discern that there was a big improvement in application by year and gender. From Figure 10 therefore, it can be seen that the number of blind candidates that scored between 201 and 250 was very high. Candidates who scored between 180 and above were deemed eligible for admission.

05

101520253035404550

Perf

orm

ance

in U

TME

(Num

ber

of

Can

dida

tes)

Year by Gender

Fig 10: Comparing UME and UTME Performances of Blind Candidates

Below 180180-200201-250251 and above

0102030

Perf

orm

ance

in U

TM

E

(Num

ber

of C

andi

date

s)

year and gender

Fig 11:Comparing UME and UTME Admitted Blind Candidates by Year and Gender

Below 180

180-200

201-250

251 and above

Source: JAMB, 2012 Table 6.0 shows the performance of blind candidates by year and gender for candidates admitted in the 2008, 2009, 2010 and 2011 academic years. Blind candidates that scored below the cut-off mark of 180 were only 3. The rest scored above cut-off mark. The performance was best in 2010 with a total of 50 scoring above the cut-off mark. The analysis therefore shows that the Braille Assistive Technology has in no way affected the performance of the visually impaired when compared with the sighted.


Source: JAMB, 2012

Figure 11 shows that the number of male blind candidates admitted in the 2010 UTME was higher than the number of female blind candidates admitted. Also, the number of blind candidates’ admitted in the UTME were more than those admitted during the other years. In terms of performance however, those that scored 201 - 250 in all cases were higher than other range of scores of performance. Implication of Findings

It is worthy of note to mention here that the visually impaired like their sighted counterparts are given the same level playing ground as can be seen in the applications and admission statistics. The visually impaired can also achieve their dreams of becoming Lawyers, accountants, etc. This is good for the nation as they will acquire the 21st century-type of education geared towards educating, transforming and making them productive citizens of their countries. This is so because education is not only a fundamental human right but a necessary element of technological and national development and everyone, whether sighted or visually impaired, must be seen to be embracing it. Conclusion

The Joint Admissions and Matriculation Board has for over 20 years provided candidates with visual impairment aids such as the Braille technology for writing the UME and UTME. Unfortunately, many blind candidates were not aware of this provision and so were not able to avail themselves with the opportunity of sitting for these examinations. The Board also allocates more time (five and a half hours) to the blind, two hours above that of the sighted. This paper therefore should be seen as another way of disseminating information to prospective visually impaired candidates who desire higher education but are not sure of how they can achieve this. Analysis carried out showed that the performance of the blind candidates was good. This shows that the Assistive Technology is by no means a source of barrier to the academic pursuit of the blind but rather a major boost to them and thus should be encouraged. Recommendations

The following recommendations will enable African countries and indeed examination bodies in Africa carry out effective assessment of the blind candidates and ensure their inclusion into the mainstream of the societies they find themselves: 1. Braille Assistive Technology (BAT) should be adopted by all African examination bodies to enable

the inclusion of the blind in the quest for the education at all levels. 2. African governments and all examination bodies should create awareness that will bring about the

understanding of what constitutes BAT services and assist families, educators and policymakers in determining what supports are necessary to properly integrate BAT devices into the lives of the visually impaired.

3. Examination bodies should take into cognizance the personal strengths, talents, learning styles and interests of the visually impaired with a view to delivering effective examination to them.

4. Equal opportunities should be given for experiential and incidental learning for both the blind and sighted and they should be encouraged to develop goals, dreams and aspirations.

5. The Joint Admissions and Matriculation Board (JAMB) and other examination bodies in Africa should consider acquiring Braille Transcriber machines for Braille transcription to forestall the possibility of human error. This is so because humans are the ones who transcribe the Braille into the OMR.

References

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