Tutors’ Perspectives on their Ability to Create Conducive Social Learning Environment for Students with Visual Impairments at Teachers’ Colleges in Morogoro Region

Abstract

This study focused on determining tutors’ perspectives on their ability to create conducive social learning environments for students with visual impairments at teachers’ colleges in Morogoro Region. A descriptive survey research design and mixed research approach were adopted. The target population included tutors and heads of departments from both colleges. A sample size of 121 respondents was used. Data collection involved questionnaires for tutors, semi-structured interviews for heads of departments, and document reviews for contextual insight. Validity and reliability were ensured through peer reviews and pilot study. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis to provide a comprehensive understanding of the subject. The findings indicate a widespread perception of inadequacy among tutors in promoting interaction, observational learning, imitation, and providing clear demonstrations tailored to visually impaired students. These challenges highlight an urgent need for targeted training, specialized instructional strategies, and resource allocation to better support these students and enhance their educational experiences.