Abstract

The study was designed to assess the impact of environmental barriers on the academic performance of students living with physical disabilities in some selected higher institutes in Buea.

Specifically, to determine the extent to which physical barries affect the academic performance of students with physical disabilities in Some selected higher institutes in Buea, to evaluate the extent to which attitudinal barriers influence the academic performance of students with physical disabilities in some selected higher institutes in Buea and to investigate the impact of didactic materials on the academic performance of students with physical disabilities in Some selected higher institutes in   Buea.

Literature was reviewed conceptually, theoretically and empirically. Using a correlational research design, the study sample 80 students with physical disability using a questionnaire. The quantitative data was analyzed using SPSS version 23 and presented descriptively using tables, frequency and percentages and the inferential results were presented using the Pearson Product Moment Correlation Coefficient.

The results indicated that there was a significant relationship between physical barriers, attitudinal barriers, and didactic materials in higher institutions in Buea.  From the correlation, we had 0.601, 0.523, 0.571 and 0.582 from the correlation index, Ha1 (physical barriers) came first, Ha2 (attitudinal barriers) came second, Ha3 (didactic materials) was the last. Overall findings revealed that environmental barriers have a significant positive influence on the academic performance of students with physical disabilities in higher institutions in Buea. It was recommended that the government, with other stakeholders, should increase funding for schools to provide and support adequate teaching and learning materials besides standard infrastructure in higher institutions of learning.

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