Relationship Between Competence In Expanded Core Curriculum And Academic Achievement Of Students With Visual Impairment In Public Universities In Ghana

Abstract

The main thrust of this study was to explore the competence in the expanded core curriculum and academic achievement of students with visual impairment in public universities in Ghana. The study was guided by the Cambourne's theory and the normalisation theory. The study was a descriptive survey and was steered by seven hypotheses and one research question. The sample comprised 93 students with visual impairment. The instrument for data collection was a questionnaire with a reliability coefficient of .764. Descriptive statistics (means, standard deviations, frequencies, and percentages) and inferential statistics (linear multiple regression, Pearson Product Moment correlation coefficient and one-way between-groups multivariate analysis of variance, MANOY A) were used to analyse the data. The findings showed that all the nine elements of the expanded core curriculum had a positive high correlation with academic achievement of students with visual impairment. Students who were introduced to the elements of the expanded core curriculum at the basic level showed more competence than those who were introduced to it during the SHS level. Students with basic level experience in ECC performed better in academic achievement. Several recommendations were made which included; The Special Education Division of Ghana Education Service should formalize the teaching of the expanded core curriculum in the special and the inclusive schools for the blind. The teaching and learning of the expanded core curriculum should commence at the basic level. Also, Ghana Education Service should train more specialist teachers to handle the various elements of the expanded core curriculum in both the basic and the second cycle schools.