Motivational factors for visually impaired college students in learning data analytics DOI Open Access
Suliman Zakaria Suliman Abdalla, Amjad Hassan Alhaj, Elnazir Ramadan

et al.

Eurasia Journal of Mathematics Science and Technology Education, Journal Year: 2025, Volume and Issue: 21(2), P. em2578 - em2578

Published: Feb. 3, 2025

The aim of this study is to explore the key factors that motivate visually impaired college students develop data analytics skills. Using a mixed-methods approach, integrates quantitative from binary logistic regression analysis and qualitative insights focus group discussions with undergraduate social science students. findings reveal strongest motivators are availability adapted learning materials, teacher support encouragement, perceived usefulness relevance statistics. In contrast, peer influence, gender, type impairment were not found have significant impacts. underscores two primary barriers: technological administrative challenges, as well instructional obstacles. These suggest addressing these barriers leveraging can help create more inclusive educational programs. concludes actionable recommendations for higher education institutions instructors better in their pursuit

Language: Английский

Motivational factors for visually impaired college students in learning data analytics DOI Open Access
Suliman Zakaria Suliman Abdalla, Amjad Hassan Alhaj, Elnazir Ramadan

et al.

Eurasia Journal of Mathematics Science and Technology Education, Journal Year: 2025, Volume and Issue: 21(2), P. em2578 - em2578

Published: Feb. 3, 2025

The aim of this study is to explore the key factors that motivate visually impaired college students develop data analytics skills. Using a mixed-methods approach, integrates quantitative from binary logistic regression analysis and qualitative insights focus group discussions with undergraduate social science students. findings reveal strongest motivators are availability adapted learning materials, teacher support encouragement, perceived usefulness relevance statistics. In contrast, peer influence, gender, type impairment were not found have significant impacts. underscores two primary barriers: technological administrative challenges, as well instructional obstacles. These suggest addressing these barriers leveraging can help create more inclusive educational programs. concludes actionable recommendations for higher education institutions instructors better in their pursuit

Language: Английский

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