Unlocking the relationship between assistive technology and academic transformation of learners with hearing impairment in Tanzania: Insights from selected schools Dar-es-salaam and Tabora Region

Abstract

Assistive technology is increasingly recognised as an important means of improving access, participation and learning among learners with hearing impairment. This study examined the relationship between assistive technology and academic transformation among learners with hearing impairment in selected schools in Dar-es-Salaam and Tabora Regions, Tanzania. Specifically, the study assessed the availability and utilisation of assistive technologies and determined their statistical relationship with academic transformation. The study was informed by technological acceptance model (TAM). A quantitative research approach guided by a cross-sectional research design was employed. The study involved 234 respondents, comprising 90 learners with hearing impairment and 144 teachers. Purposive sampling was used to select relevant schools, while total population sampling was applied where eligible respondents were small and manageable. Data were collected using a structured questionnaire. Data were analysed using frequencies, percentages, chi-square tests and binary logistic regression, with statistical significance determined at p < .05. The findings indicate a critical gap between the presence of assistive technology and its effective educational utilisation. Many respondents reported inadequacies in hearing aids, Frequency Modulation (FM) systems, Digital Modulation (DM) systems, captioning, visual alert systems and tablets with educational applications. Chi-square results showed statistically significant associations between academic transformation and hearing aids (χ² = 14.833, p = .001) and FM systems (χ² = 17.297, p = .001), whereas tablets (χ² = .758, p = .384), DM systems (χ² = .361, p = .548), and visual alert systems (χ² = 3.689, p = .055) did not demonstrate statistically significant associations. Logistic regression further showed that adequate hearing aids significantly increased the likelihood of academic transformation (AOR = 2.37, p = .015), while satisfaction with FM systems was also positively associated with academic transformation (AOR = 2.75, p = .003). These findings suggest that assistive technology contributes to academic transformation when it directly addresses learners’ communication and classroom-access needs and is adequately available and effectively integrated. The study concludes that technology provision alone is insufficient; effective management, maintenance, teacher support and meaningful classroom utilisation are essential for converting assistive technology into educational benefit. The study therefore recommends strengthened investment in appropriate assistive technologies, teacher capacity-building, technical support and systematic monitoring of their classroom use.