scholarly journals The Effects of Physical Resources on the Implementation of Inclusive Education in Public Secondary Schools – Kenya

2019 ◽  
Vol 7 (05) ◽  
Author(s):  
Sr. Bibiana Ireri ◽  
Dr madrine Kingendo ◽  
Simon Thuranira
Keyword(s):  
Secondary Schools ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Mixed Method Research ◽  
Qualitative And Quantitative Methods ◽  
Key Stakeholders ◽  
Physical Resources ◽  
Inclusive School ◽  
Inclusive Education Policy

Educational frameworks and Kenyan constitutions mandate schools to adopt; design and implement programmes that support inclusive education. Despite the inclusive education policy, disability remains a major course of exclusion in public secondary schools in Kenya. The study evaluated the influence physical resources towards the implementation of inclusive education in Kenyan schools. The study employed mixed method research design which uses both qualitative and quantitative methods. Purposive sampling technique was used to select 201 respondents from 18 extra-county and county public secondary schools that had enrolled learners with physical disabilities. Quantitative data was collected using questionnaires while qualitative data was collected through interviews and focus group discussions. A t-test was used to test the significance and determine whether to reject or accept the study hypotheses. An analysis of the findings indicated significant relationships between physical resources and implementation of inclusive education. The Linear Model showed a moderate positive correlation between human resource and inclusion. The model further showed that the rate of physical resource accounted for some variation towards the implementation of inclusive education. Creating an inclusive school where physical resources are modified and restructured to respond to learner diversity is a complex process with many inter-related elements. The schools should have a collaborative approach by creating back-up partnerships with parents, the community and disability associations. There is a need mobilize all key stakeholders to modify physical resources in order to overcome barriers that hamper access and participation in the learning process

Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education

2020 ◽  
Vol 13 (3) ◽  
pp. 37-57
Author(s):  
Ana María Pinto-Llorente ◽  
María Cruz Sánchez-Gómez
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Quantitative Methods ◽  
Mixed Method Research ◽  
Inclusive Practices ◽  
Structured Interviews ◽  
Qualitative And Quantitative Methods ◽  
Validated Questionnaire ◽  
Research Population ◽  
Quantitative Sample

The goal of the current research was to explore the perceptions of the students in the last year of a degree in Primary Education towards technology and inclusive education. It employed a mixed method research with a combined use of qualitative and quantitative methods. The research population was comprised of 153 learners, and the quantitative sample consisted of 104 participants and the qualitative one 57. Quantitative data collection was conducted using a validated questionnaire, while the qualitative data were collected through individual semi-structured interviews. On analysing the results, it was emphasized the effectiveness of technology to design and implementation of inclusive practices. However, the results also pointed out the necessity to train students technically as well as pedagogically in the use of technological tools. Moreover, it was highlighted the lack of training in inclusive education and inclusive practices during the degree, training that students considered essential to be ready for their future careers.

scholarly journals Evaluation of the Application of an Inclusive Education Policy on Screening, Identification, Assessment and Support of the Learners at Schools in South Africa

2022 ◽  
Vol 10 (1) ◽  
pp. 11-24
Author(s):  
Mantheme Florina Matolo ◽  
Awelani M Rambuda
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Focal Point ◽  
Survey Design ◽  
Sampling Technique ◽  
Research Approach ◽  
Policy Document ◽  
Significant Difference ◽  
Inclusive Education Policy

The aim of this research was to evaluate the application of an inclusive education policy on screening, identification, assessment and support of learners (SIAS) policy at South African schools. The research explores how educators screen, identify, and assess barriers to learning as well as support learners with barriers. The variables on the screening, identification, assessment and support of learners were chosen as a focal point of this study mainly because they were all variables contained in the policy which must be mastered by the educators during the policy application. A survey design of quantitative research approach was followed. Document analysis of the SIAS 2014 policy document was done over the target population of educators in primary and secondary schools. A simple random sampling technique was used to select 320 male and female respondents from both primary and secondary schools. The quantitative data were collected using a seven-point semantic differential scale which elicited responses from a total of 250 educators. Descriptive statistics were used to analyze data on the educators’ responses about the extent to which they implemented the inclusive education policy. Statistical data revealed that the implementation of the policy was modest. Educators do not effectively use the screen resources such as the learner profile to screen barriers and the Support Needs Assessment 1 is not effectively used to identify and assess the barriers experienced by learners. As a result, support of learners was found to be inadequate. An independent-samples t-test revealed that there was statistically significant difference between the means of primary and secondary schools in the application of SIAS 2014 policy. This research recommends that the teacher training institutions should capacitate aspiring educators about inclusive education policies such as the SIAS 2014 policy rationale, principles, and how the policy is to be effectively implemented at schools.

The Students’ Perceptions towards the effects of EFL Teachers’ Classroom Assessment Technique on their Academic Achievements: The Case of Four Selected Secondary Schools in Wolaita Zone, Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 20-27
Author(s):  
Faskal Faranso Faltamo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Classroom Assessment ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods ◽  
Academic Achievements ◽  
Efl Teachers ◽  
Data Collections

Assessment is an integral part of measuring effectiveness of teaching and learning processes. It basically focused on measuring the students’ progress in what they learned. Current study examined the relation between the students’ perceptions towards EFL teachers Classroom Assessment methods and their academic achievements. To this end, descriptive research design with qualitative and quantitative methods of data collections was employed. Data were collected from primary and secondary sources via questionnaire, interview and observations. Target populations of current study were randomly selected 281students and purposely selected four teachers of secondary schools at Wolaita zone, Ethiopia. The data were analyzed using mixed methods of data analysis. Based on results obtained from qualitative and quantitative data, it was found out that the students’ perceptions towards teachers’ assessment was proportional to their achievement. Most dominantly, low achievers were not satisfied with their teachers’ methods of assessment as their students were low and the vice versa it true.

Designing a PhD Proposal in Mixed Method Research

2019 ◽  
pp. 36-48
Author(s):  
Ndungi wa Mungai
Keyword(s):  
Mixed Method ◽  
Quantitative Methods ◽  
Research Proposal ◽  
Mixed Method Research ◽  
Hypothetical Case ◽  
Mixed Method Approach ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Definition Of ◽  
Method Approach

This chapter reviews the challenges and advantages of writing a mixed method research (MMR) proposal. The argument put forward is that a mixed method approach overcomes the shortcomings of the commonly used qualitative and quantitative methods. A brief definition of a research proposal is followed by a discussion on the different interpretations of a mixed method and what makes mixed methods ideal in the proposal example that follows. A mixed method can be either one that utilizes qualitative and quantitative methods to different degrees or it can be regarded as a distinct method by itself. A mixed method is suitable where both different types of data can be collected, when the data adds value to what would be achieved using one approach and where cost also justifies it. A hypothetical case example where an application is being made to conduct an evaluation of an anti-truancy program is presented.

scholarly journals Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit

2021 ◽  
Author(s):  
◽  
Rasela Tufue
Keyword(s):  
Inclusive Education ◽  
Local Community ◽  
Medical Model ◽  
Future Research ◽  
Group Discussions ◽  
Policy Makers ◽  
Cultural Fit ◽  
Individual Interviews ◽  
Key Stakeholders ◽  
Inclusive Education Policy

<p>This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in the Samoan education system. It aims to identify barriers and facilitators to the implementation of the IE policy in this context. The study seeks an answer to the question: What are the beliefs, experiences, expectations and practises of key stakeholders of IE? The stakeholders include practising teachers in primary education classrooms, policy-makers in education, parents of children who are physically and intellectually challenged, teacher-trainers, and local community leaders. The study uses a phenomenologically oriented approach to gain insight into participants’ perspectives and experiences about IE and the implementation of this policy in Samoa. It draws upon document analysis, individual interviews, and focus group discussions as methods for data collection. The results indicate a paradox in participants’ beliefs and practices of IE. Participants, particularly the policy implementers (teachers), tend to be inclusive in their thinking and behaviour at home. However, in the classroom, although participants seem to operate from an inclusive mindset, the practice tends to be exclusive and thus grounded in the medical model of disability. Rather than creating inclusive environments, IE appears to have created another type of exclusion. A number of implications for practice are detailed and future research ideas are outlined.</p>

scholarly journals Teacher-Based Assessment of Speaking in Cameroonian Secondary Schools: The Impact of Teacher Training

2021 ◽  
Vol 3 (2) ◽  
pp. 01-11
Author(s):  
Rudolf N. Akongoh
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Quantitative Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Variation Principle ◽  
Qualitative And Quantitative Methods ◽  
The Government ◽  
The Impact

Speaking is an important language skill that deserves a place both in English language teaching and English language assessment. However, the assessment of speaking in Cameroonian secondary schools is still neglected in many teacher-based English language tests. Often, attempts made to assess the skill are done either almost always indirectly or informally, leaving a wide gap between tenets professed in the Competency-Based Approach (CBA) to English language teaching and practice in the field. In 2012, the government of Cameroon officially introduced the CBA as the pedagogic paradigm for the teaching of English as a Second Language (ESL), and by extension, assessment in secondary schools. Eight years down the line, little seems to have changed concerning the way speaking has always been assessed, even though the CBA requires that learners practically demonstrate knowledge, skills and values in testing situations. This article set out to evaluate the contribution of teacher training to the assessment of speaking. Data was collected through qualitative and quantitative methods. A total of 259 questionnaires were administered to examiners of the June 2019 marking session of the Cameroon General Certificate of Education (CGCE) as well as members of the Cameroon English Language and Literature Teachers’ Association (CAMELTA). Also, four interviews were conducted with the maximum variation principle in mind. The findings revealed that teacher training, both pre-service and in-service, is a major factor responsible for the neglect of speaking in assessments. It was recommended that teacher-training institutions introduce or expand courses on testing to include direct assessment of speaking and that opportunities be created for in-service teachers to acquire certification on assessment within the framework of the CBA to English language teaching.

scholarly journals THE EFFECTIVENESS OF ANIMATION VIDEO TECHNOLOGY IN ARABIC LANGUAGE TEACHING ON STUDENTS OF ISLAMIC ELEMENTARY SCHOOL OF METRO CITY

2021 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Akla Akla
Keyword(s):  
Elementary School ◽  
Quantitative Methods ◽  
Arabic Language ◽  
Mixed Method Research ◽  
Video Technology ◽  
Qualitative And Quantitative Methods ◽  
Analysis Process ◽  
Technology In Teaching ◽  
Study Results ◽  
Before And After

Students' difficulties in learning come from boredom, lack of excitement, and laziness stimulated by monotonous and uninteresting learning. This research aims to analyze three things: (1) how the use of animation video technology takes place in the process of Arabic learning; (2) how the students' learning attitude performs while using animation video technology; and (3) how the effectiveness of the use of animation video technology enhances the students' Arabic language mastery. This research method uses mixed-method research by combining qualitative and quantitative methods, focusing on the data collection and data analysis process. This research's respondents are the students of State Islamic Elementary School of Metro City, Lampung totalling 70 students. The research instrument is the list of questions to gain data on the implementation of learning using the animation video technology. The test instrument to get data about the results of Arabic learning before and after using animation video technology. This study results in findings that animation video technology has created a psychological atmosphere that is fun for the children. The feeling of pleasure has developed students' positive attitude in learning. The results of the t-test show that sig (2-tailed) is equal to 0.019 < the value of α (0.05), which means that there is a significant influence on the use of animation video technology on students' Arabic langauge ability. This study concludes that animation video technology designed interestingly has overcome various difficulties of students' learning. This study recommends using animation video technology in teaching the Arabic language.  

Factors Affecting Loan Repayment Performance of Microfinance Institution Borrowers

2019 ◽  
Vol 8 (2) ◽  
pp. 27-43
Author(s):  
Akalewold Fedilu Mohammed ◽  
Mesfin Hirpato Wobe
Keyword(s):  
Random Sampling ◽  
Quantitative Methods ◽  
Secondary Data ◽  
Sampling Technique ◽  
Loan Repayment ◽  
Factors Affecting ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Microfinance Institution ◽  
Major Factors

This study investigated the factors that affect the loan repayment performance of Omo Microfinance Institution borrowers at Wondo Genet Woreda, Ethiopia. Both primary and secondary data were used in the study. The required data were collected from 225 borrowers of Omo Microfinance. Respondents were selected by a stratified random sampling technique. Both qualitative and quantitative methods of analysis were used. The findings of the study revealed that 44.9% of borrowers in the study area did not repay the amount of money they borrowed as per credit schedules. The major factors that affect the loan repayment performance of borrowers were their sex, educational level, family size, borrowing experience, timelines of loan, repayment period and advisory visit.

scholarly journals Some Stakeholders’ Position on the Language Policy of Ghana

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Patience OBENG ◽  
Keyword(s):  
Language Policy ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Formal Education ◽  
Mother Tongue ◽  
Local Language ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Descriptive Research ◽  
Key Stakeholders

African nations with theirmultilingual nature still face challenges in the language of formal education. With thecognitive and academic leveragesattachedto home language, language educationistsandlinguistic scholars believe that a child must be taught first in their mother-tongue, usually, their firstlanguage, in which theydisplay an appreciable level of competence,before any other language/s are introduced. Many studies have been conducted onthe language policy issues in Ghana but the current study adds a dimension from parents and even the learners who are key stakeholders and recipients of the policy. This study sought to find out the level of awareness of thestakeholders; teachers, parents and pupils,their position and the impactof their positionon learning outcomes. It also investigated stakeholders’position in using only English to teach at the lower primary. Using a survey descriptive research methodology, data was collectedvia both structured and unstructured interviews, andobservation. Both qualitative and quantitative methods wereused to analyze data.The research revealed that among the three stakeholders, teachers were more conversant with Ghana’s language policy. All stakeholdersendorsed the policy for teaching and learning purposes. Even though, most teachers preferred to blend English and alocal language, a fewcould speak the local language of the community, or have been trained in the use of the local language for instructional purposes. All stakeholders favoured a blend of English with the local languages.

scholarly journals The Effect of Communication and Immigration Activities in 7th Grade Social Studies Course on the Empathy Skills of Students

2019 ◽  
Vol 7 (5) ◽  
pp. 86 ◽  
Author(s):  
Birol Bulut ◽  
Süleyman Aslan
Keyword(s):  
Social Studies ◽  
Mixed Method ◽  
Quantitative Methods ◽  
Qualitative Data ◽  
Point Of View ◽  
Mixed Method Research ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
General Terms ◽  
Embedded Design

The feeling of empathy is as old as the humankind. Empathy is an attempt to perceive the emotions and to understand the thoughts of other individuals and discern their point of view. Due to such aspects, empathy presents “a focus on other individuals”. In general terms, empathy was defined as “adopting a sensitive attitude towards correctly understanding the emotions and thoughts of another individual, encountering any event, through placing oneself in the place of that individual during the process of communication.”The present study was intended to determine the effects of the communication and immigration subjects in the 7th grade social studies course on the empathy skills of students through employing the didactic approach, which is one of the techniques for empathy development.Concurrent nested (embedded) design, a mixed research method, was employed in the present study. Mixed-method research is defined as the approach through which the researcher draws conclusions by using the advantage of integrating qualitative and quantitative methods, approaches and concepts in a study or consecutive studies with the aim to understand diverse research models. The quantitative data in the present study were obtained via the “Index of Empathy for Children and Adolescents”, whereas the qualitative data were collected through interview forms.Almost all students emphasized the significance of empathy and understanding the feelings of the migrants for understanding the causes and consequences of immigration throughout the activities related to immigration.

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