Motivation of Students with Visual Impairments or Blindness to Pursue a Higher Education Degree

Chris Jones

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Higher Edu and Learning Technology

Date of Award

Fall 2018

Abstract

The methodological aim of the study was to examine what motivates students withblindness or visual impairments VI to pursue a degree at the university level. The researcherlooked at multiple motivating factors and focused on self-efficacy and what causes a student witha VI to complete or drop out of college. The study was conducted with students that wereattending college classes or currently enrolled and had a VI. The study focus was on 4-yearcolleges in Texas and two organizations. A non-experimental quantitative design was used. Thisstudy design measured the level of the user's perception of the student's success. The instrumentthe researcher created contained a Likert format.Hypothesis testing was conducted using the Fisher Exact Test at the 0.05 significancelevel and was based on the statement means and the average of the standard deviations of eachstatement (based on frequencies). The Fisher Exact test showed a result of 0.8, which was notsignificant at the 0.05 significance level. As a result, the hypothesis, "œStudents with VI are notmotivated by challenges to persist in a college environment and obtain a college degree," was rejected. Instead, students with VI were motivated by challenges to persist in a collegeenvironment and obtain a college degree. The researcher found that some accommodationswould be beneficial in increasing student motivation. The most influential factors were self-efficacyand intrinsic motivation, because without these, the student is not driven to do well,even if there are external rewards.

Advisor

Madaline Justice

Subject Categories

Education | Special Education and Teaching

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