An Investigation into the Three Most Failed Subjects by Students with Visual Impairment in the Cameroon GCE Ordinary Level: Reported Factors and Potential Explanations
DOI:
https://doi.org/10.58197/pgva0c35Keywords:
visual impairment, GCE Ordinary Level, mathematics education, computer science education, geography educationAbstract
Background: Students with visual impairment in Cameroon face significant academic challenges, as evidenced by the 2025 General Certificate of Education (GCE) Ordinary Level results showing a pass rate of only 39.13% compared to the national average of 79.12%.
Objective: This study identifies the three subjects most frequently failed by students with visual impairment in the Cameroon GCE Ordinary Level examination, examines reported factors associated with poor performance, and proposes evidence-based interventions supported by previous literature.
Methods: Employing a mixed-methods explanatory sequential design, the study analyzed eleven years (2015–2025) of GCE examination data from 206 candidates with visual impairment. Quantitative analysis identified the three most failed subjects by percentage failure rate. Subsequently, syllabi analysis, teacher questionnaires (n=25), and semi-structured interviews with students with visual impairment (n=25) explored specific challenges, problematic topics, and pedagogical barriers.
Results: Mathematics (87.13% failure rate), Computer Science (79.31%), and Geography (73.56%) were identified as the three most failed subjects. Syllabi analysis revealed multiple visually-dependent topics across all three subjects. Teachers reported challenges in materials preparation and notation instruction. Students identified barriers including inaccessible instructional methods and spatial reasoning difficulties.
Conclusion: Reported factors suggest that systemic barriers—including inaccessible curricula, untrained teachers, and visually biased assessments—may contribute to poor outcomes. The Social Model of Disability provides a framework for understanding structural responsibilities in improving educational outcomes.
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