INFLUENCES OF AVAILABILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGIES ON THE ACADEMIC ACHIEVEMENT OF STUDENTS WITH DISABILITIES IN THE FIRST-GENERATION PUBLIC UNIVERSITIES OF ETHIOPIA

Abstract

Assistive technology outcome measures help Higher Education Institutions enable evidence-based interventions for their Students with disabilities to lessen activity limitations and promote their academic achievement. However, there is limited knowledge about the potential influence of the availability and utilization of assistive technologies on the academic achievement of students with disabilities. This study aimed to examine the influences of the availability and utilization of assistive technologies on the academic achievement of Students with disabilities in Ethiopia's First- Generation public universities. The study employed an explanatory sequential mixed method design which belongs to a pragmatic paradigm. Using stratified proportionate random sampling, 224 students with disabilities were randomly selected for the quantitative data from Ethiopia's four First- Generation public universities in the first phase. Quantitative data was collected via non-participant observation and surveys. Furthermore, 12 students with disabilities were selected through purposive sampling for in-depth interviews to inquire qualitative data in the subsequent phase. The quantitative data were analyzed using descriptive and inferential statistics while the qualitative data were analyzed thematically using Atlas. TI 9 software to support the quantitative results. The study found limited assistive technology availability, utilization, and service provision of assistive technologies in the sampled First-Generation public universities. The relationship between academic achievement and the availability (r = .63, p < .001) and utilization (r = .79, p < .001) of assistive technologies was positive and significant. Additionally, there was a significant difference in mean score values in academic achievement between Students with disabilities whose assistive technology needs were met and those with unmet assistive technology needs at p <.05 (M=6.75, SD =.66, t (222) = 12.58) and (M=5.75, SD=.53) respectively. Moreover, the structural regression analysis results revealed that the utilization of assistive technologies had a significant positive and determinant influence ( 𝛾2=.49) on the academic achievement of Students with disabilities. The availability and utilization of assistive technologies explained 52.3% of the variation in academic achievement among Students with disabilities. The study shows that the mere availability of assistive technologies in First-Generation public universities had little significance in influencing the academic achievement of Students with disabilities compared to their actual utilization. Based on these findings, it is recommended that First-Generation public universities in Ethiopia should provide Students with disabilities with assistive technologies and related services that are compatible with their type and severity of impairment, and the current higher education institutions' instructional delivery system.