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Enhancing Mathematics Retention through Seeing-AI: A Quasi-Experimental Study among Visually Impaired Junior Secondary Students in Ogun State, Nigeria

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Title: Enhancing Mathematics Retention through Seeing-AI: A Quasi-Experimental Study among Visually Impaired Junior Secondary Students in Ogun State, Nigeria
Language: English
Authors: Akorede Ayoola Asanre (ORCID 0000-0003-2787-2346), Johnson Idowu Oguntola (ORCID 0009-0008-3971-4189), Mamochana Anacletta Ramatea (ORCID 0000-0002-6424-2143), Abisola Olusola Lawani (ORCID 0000-0001-7647-5609)
Source: European Journal of STEM Education. 2026 11(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Mathematics Instruction, Students with Disabilities, Visual Impairments, Secondary School Students, Gender Differences, Artificial Intelligence, Technology Uses in Education, Program Effectiveness, Retention (Psychology), Memory, Difficulty Level, Cognitive Processes
Geographic Terms: Nigeria
ISSN: 2468-1954
2468-4368
Abstract: The persistent challenge of poor retention in Mathematics underscores the need for effective, 21st-century instructional strategies that can sustain students' long-term recall, particularly those students with visual impairment. The study examines the impact of gender and the Seeing AI method on the retention of mathematics among students with visual impairments in junior secondary schools in Ogun State, Nigeria. A quantitative approach to quasi-experimental design was employed. Purposive sampling was used to select two schools, 10 students each assigned to the experimental group and the control group. The Mathematics Retention Test (MRT), with a reliability coefficient of 0.82, was administered over three weeks alongside pre-test and posttest measures. Data were analyzed using Analysis of Covariance (ANCOVA). Findings revealed that Seeing AI had a statistically significant positive effect on students' Mathematics retention (p < 0.05). Gender did not exert a statistically significant main effect; however, there was a significant interaction effect between strategy and gender, indicating disparities in retention patterns across male and female students. The study concludes that Seeing-AI effectively enhances Mathematics retention among students with visual impairment, irrespective of gender differences. It recommends integrating this strategy into special education practices to ensure fairness and long-term effectiveness in learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505169
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Enhancing Mathematics Retention through Seeing-AI: A Quasi-Experimental Study among Visually Impaired Junior Secondary Students in Ogun State, Nigeria
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Akorede+Ayoola+Asanre%22&quot;&gt;Akorede Ayoola Asanre&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-2787-2346&quot;&gt;0000-0003-2787-2346&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Johnson+Idowu+Oguntola%22&quot;&gt;Johnson Idowu Oguntola&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0008-3971-4189&quot;&gt;0009-0008-3971-4189&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Mamochana+Anacletta+Ramatea%22&quot;&gt;Mamochana Anacletta Ramatea&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-6424-2143&quot;&gt;0000-0002-6424-2143&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Abisola+Olusola+Lawani%22&quot;&gt;Abisola Olusola Lawani&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-7647-5609&quot;&gt;0000-0001-7647-5609&lt;/externalLink&gt;)
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  Data: The persistent challenge of poor retention in Mathematics underscores the need for effective, 21st-century instructional strategies that can sustain students&#39; long-term recall, particularly those students with visual impairment. The study examines the impact of gender and the Seeing AI method on the retention of mathematics among students with visual impairments in junior secondary schools in Ogun State, Nigeria. A quantitative approach to quasi-experimental design was employed. Purposive sampling was used to select two schools, 10 students each assigned to the experimental group and the control group. The Mathematics Retention Test (MRT), with a reliability coefficient of 0.82, was administered over three weeks alongside pre-test and posttest measures. Data were analyzed using Analysis of Covariance (ANCOVA). Findings revealed that Seeing AI had a statistically significant positive effect on students&#39; Mathematics retention (p &lt; 0.05). Gender did not exert a statistically significant main effect; however, there was a significant interaction effect between strategy and gender, indicating disparities in retention patterns across male and female students. The study concludes that Seeing-AI effectively enhances Mathematics retention among students with visual impairment, irrespective of gender differences. It recommends integrating this strategy into special education practices to ensure fairness and long-term effectiveness in learning.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1505169
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505169
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Enhancing Mathematics Retention through Seeing-AI: A Quasi-Experimental Study among Visually Impaired Junior Secondary Students in Ogun State, Nigeria
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            NameFull: Akorede Ayoola Asanre
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            NameFull: Johnson Idowu Oguntola
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            NameFull: Mamochana Anacletta Ramatea
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              Y: 2026
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