Sighted Students’ Prosocial Behaviour towards Assisting Peers with Visual Impairment in Tanzania Inclusive Secondary Schools

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dc.creatorMilinga, Joseph R.
dc.creatorPossi, Mwajabu K.
dc.date2016-02-02T13:11:15Z
dc.date2016-02-02T13:11:15Z
dc.date2015
dc.date.accessioned2018-04-18T12:18:38Z
dc.date.available2018-04-18T12:18:38Z
dc.descriptionThis is a co-authored paper in UNISA
dc.descriptionembedded single case study design was used. Seventy six respondents, consisting of teachers and students with and without VI participated in the study. Data was collected through semi-structured and face to face interviews, focus group discussions, and closed-ended questionnaires. Data was analysed through thematic analysis and presented in tables and quotations of participants’ actual words. Results have indicated differences in prosocial behaviours between sighted day-students and sighted boarding school students students with the latter being more prosocial as a result of altruistic and egoistic factors; having a positive attitude and due to the influence of religion and school administration . Similarities between sighted students and those with VI were linked to sighted students’ prosocial behaviour. The latter students’ attributions, and misunderstandings among students. determined their prosocial behaviour towards assisting their peers with VI. Awareness raising and sensitisation of members of the community, as well as replicating the study in inclusive and coeducation schools for students with VI are recommended in the paper.
dc.identifierAPA
dc.identifier2374-3670
dc.identifierhttp://hdl.handle.net/123456789/258
dc.identifier.urihttp://hdl.handle.net/123456789/11180
dc.languageen
dc.publisherUnisa Press
dc.subjectaltruism
dc.subjectegoism
dc.subjectinclusion
dc.subjectprovision
dc.subjectTanzania
dc.subjectVisual
dc.titleSighted Students’ Prosocial Behaviour towards Assisting Peers with Visual Impairment in Tanzania Inclusive Secondary Schools
dc.typeJournal Article, Peer Reviewed

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Department of Educational Psychology and Curriculum Studies