The Influence of Assistive Technology on Learners’ Performance in English in Selected Primary Schools in Ikumbya Sub-County, Luuka District

Francis Kamyuka
Busoga University, Uganda
Email: kamyukaafrancis@gmail.com

Abstract: This study examined the influence of assistive technology in teaching on learners’ English performance in selected primary schools in Ikumbya Sub-County, Luuka District. It used a cross-sectional design with quantitative data analysis on a representative sample of 24 respondents from three primary schools in Ikumbya Sub-County, Luuka District. Questionnaires were used, and findings were presented in summary tables using frequencies and percentages. Conclusively, assistive technology greatly enhances learners’ English performance, especially for learners with hearing impairment. It promotes improved communication skills, better hearing and comprehension in noisy environments, and greater participation in classroom discussions. It also enhances listening and comprehension through tools such as speech-to-text software, boosts self-esteem and confidence, and supports learners who struggle with traditional learning methods. Further, assistive technology was commended for enabling full participation in social interactions, promoting equitable access to education, improving quality of life, facilitating peer connections, and fostering independence in children while maintaining daily routines. By recommendation, the findings underscore the importance of incorporating assistive technology in educational settings to create inclusive environments that benefit all learners.