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The English Language Teachers’ Perception Of Inclusive Education
[A CASE STUDY OF THE UNIVERSAL BASIC EDUCATION IN KWARA STATE] -
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 This chapter presents the research method that would be used to carry out the study which is on the perception of the English language teachers of Inclusive education in the Universal Basic Education in Kwara State. The discussion on the methods will include:
a. Research type
b. Population, sample and sampling technique
C. Instrumentation
d. Procedure for data collection and
e. Data analysis technique
f. Research type
3.1 Research Type
This research would use the descriptive survey method. Daramola (2006) explained that descriptive survey is the systematic attempt to describe the characteristic of given population or areas of interest. Leeds (1974) said descriptive research enables the researcher to determine and report things the way they are. Descriptive survey looks carefully at the phenomenon and because of this; it would be employed in this study in order to be able to collect data from a large sample of sources.
3.2 Population, Sample and Sampling Technique
The population of this study would consist of all English language teachers who work in the regular secondary schools in Ilorin Kwara State. Because of the limited time availabnle to the research, focus will be on secondary schools within Ilorin metreopolis of kwara state.
This area was chosen because of the accessibility to the researcher and similarly, it is the area where the researcher works. Data collected from the Kwara State universal Basic Education Board revealed that there are currently, one hundred and seven Junior Secondary School (107) with three hundred and eight (308) English Language teachers.
A simple random sampling technique will be adopted to select the sample for the study from the entire population. It is from this population that a total of 50 schools out of the 107 will be selected. Thereafter, a total enumeration sampling of all English Language teachers will be embarked upon.
3.3 Instrumentation
The instrument to be used in carrying out this investigation is questionnaire. The questionnaire will contain items that will reveal the perception of English language teachers on Inclusive education. The instrument will be divided into two sections. Section A will require the demographics of the respondents including gender, age, educational qualification, professional or non-professional teachers, years of teaching, etc. while section B will contain the items concerning the teachers’ perception on inclusive education.
The instrument will be validated to ensure content validity. To achieve this, the instruments will be given to the researcher’s supervisor and two experts whose research areas of interest include inclusive education for scrutiny and valued judgment. This will be with the view of checking for the appropriateness of the items in the instrument before administration. The outcome will be used to do the necessary corrections on the research instrument. Reliability is the extent to which a questionnaire, test, observation or any measurement procedure produces the same results on repeated trials. Reliability of an instrument reflects its stability and consistency within a given context. To achieve the reliability of the instrument that will be used for data collection in this study, a test re-test reliability method will be used. The instrument will he administered on 40 English Language teachers in two weeks interval and the reliability of the instrument will be calculated using Pearson Moment Correlation Coefficient to show whether or not the instrument is reliable.
3.6 Procedure for Data Collection
Data will be collected using questionnaire. The researcher will personally administer the questionnaire to the respondents after seeking their informed consent and assure them of the confidentiality of their responses. The completed copies would be collected back immediately to avoid high attrition rate.
3.6 Data Analysis Techniques
Data collected from the questionnaire administration will be analyzed using descriptive statistics such as percentages and frequency count.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]QUESTIONNAIRE ON ATTITUDE OF TEACHERS ON INCLUSIVEEDUCATIONInstructionsThe purpose of this questionnaire is to obtain information relating to what you think about inclusive education of students with disabilities. All information in this questionnaire is provided anonymously and will be treated then analyzed under the framework of this research only. This is not a test. Thus, there is no right or wrong answer. All you have to do is to tick the option as applicable to you.SECTION A: GENERAL INFOR ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]In order for inclusion to work in practice, teachers in regular schools in Nigeria must accept its philosophies and demands. According to Salend and Duhaney (1999), educators have varying attitudes towards inclusion, their responses being shaped by a range of variables such as their success in implementing inclusion, student characteristics, training and levels of support. Some studies reported positive outcomes for general teachers, including increased skills in meeting the needs of all their s ... Continue reading---
CHAPTER TWO - [ Total Page(s): 13 ]They also believe that special students differ, some may learn faster and easily while others may learn with difficulty. Another important issue they highlight is that students’ behavior may be beyond reproach and frequently inappropriate, while others may have problems emanating from their speech, language or culture. The concept of inclusive education programming, for BaneIji and Dailey (1995, p. 511), is based on the premise that children of exceptional abilities and backgrounds benefi ... Continue reading---
REFRENCES - [ Total Page(s): 3 ]REFERENCES Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits and challenges and policy implications. International Journal of Special Education, 23(3), 11-16.Ali, M.M., Mustapha, R. and Jelas, Z. M. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of special Education, Vol. 21 (3).Allan, J. (1995) How are we doing? Teacher's views on the effectiveness of co-operative teaching. Sup ... Continue reading---
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