METHODOLOGY
A system of models, procedures and techniques used to find the
result of a research problem is called research methodology. It refers
to the philosophy on which the research is based. Research
methodology involves the systematic procedures by which the
researcher starts from the initial identification of problem to its final
conclusions. The role of methodology is to carry on the research work
in a scientific and valid manner. The method of research provides the
tools and techniques by which the problem is approached.
This chapter deals with the methodology employed in the study.
The present study is an attempt to find out the Attitude of teachers,
Heads of schools, Hearing impaired children and Normal children
towards Integrated education programme and challenges encountered
by the groups regarding the implementation of the programme. The
investigator is also intended to compare the Attitude of teachers,
Heads of schools, and students on the basis of sex, locale and
management category of the schools.
Of many methods of research, the survey method was selected
as a method of investigation of the present study.
MAJOR OBJECTIVES OF THE STUDY
1. To estimate the levels of Attitude towards Integrated education
programme of the following samples:
a. Regular teachers
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b. Resource teachers
c. Heads of schools
d. Normal children and,
e. Hearing impaired children
2. To compare the mean scores of Attitude of the following
subgroups towards Integrated education programme
a. Resource teachers and Regular teachers
b. Normal children and Hearing impaired children
3. To compare the mean scores of Attitude of Hearing impaired
children and Normal children towards Integrated education
programmes in the primary schools of Kerala for the sub
samples based on sex of children, locality and management
category of the schools.
4. To compare the mean scores of Attitude of Regular teachers and
Resource teachers towards Integrated education programmes in
the primary schools of Kerala for the sub samples based on sex
of teachers, locality and management category of the schools.
5. To compare the mean scores of Attitude of Heads of schools
towards Integrated education programmes in the primary
schools of Kerala for the sub samples based on sex of Heads of
schools, locality and management category of the schools.
6. To find out the interaction effect of the criterion variables,
locality, management of schools and sex of Heads of schools
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separately on Attitude of Heads of schools towards Integrated
education programme for the Hearing impaired children.
7. To find out the interaction effect of the criterion variables,
locality, management of schools and sex of Regular teachers and
Resource teachers on Attitude of teachers towards Integrated
education programme for the Hearing impaired children.
8. To find out the interaction effect of the criterion variables,
locality, management of schools and sex of Hearing impaired
children and Normal children on Attitude of the children
towards Integrated education programme for the Hearing
impaired children.
9. To analyse the challenges encountered in the implementation of
the Integrated education programme in general and by the
following samples
a. Regular teachers
b. Resource teachers
c. Heads of schools
d. Normal children and,
e. Hearing impaired children
10. To suggest remedial measures for ensuring the success of the
Integrated education programme.
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HYPOTHESES OF THE STUDY
1. There will be different levels of Attitude (i.e. favourable,
moderately favourable, and unfavourable) towards the
Integrated education programme for the following samples.
a. Regular teachers
b. Resource teachers
c. Heads of schools
d. Normal children and,
e. Hearing impaired children
2. There will be significant difference in the mean scores of the
Attitude of Regular teachers and Resource teachers towards the
Integrated education programme in the primary schools of
Kerala.
3. There will be significant difference in the mean scores of the
Attitude of Normal children and Hearing impaired children
towards the Integrated education programme in the primary
schools of Kerala.
4. There will be significant difference between the mean scores of
the Attitude of Hearing-impaired children and Normal chidlren
towards Integrated education programmes in the primary
schools of Kerala for the sub samples based on sex of children,
locality and management category of the schools.
5. There will be significant difference between the mean scores of
the Attitude of Regular teachers and Resource teachers towards
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Integrated education programmes in the primary schools of
Kerala for the sub samples based on sex of teachers, locality and
management category of the schools.
6. There will be significant difference between the mean scores of
the Attitude of Heads of schools towards Integrated education
programmes in the primary schools of Kerala for the sub
samples based on sex of heads, locality and management
category of the schools.
7. The interaction effect of sex of Heads of schools, locality and
management category of schools on the Attitude of Heads of
schools towards Integrated education programme for Hearing
impaired in the primary schools of Kerala will be significant.
8. The interaction effect of sex of Regular teachers and Resource
teachers, locality and management category of teachers on the
Attitude of Regular teachers and Resource teachers towards
Integrated education programme for Hearing impaired will be
significant.
9. The interaction effect of sex of Hearing impaired and Normal
children, locality and management category of children on the
Attitude of Hearing impaired and Normal children towards
Integrated education programme will be significant..
10. There will be different types of challenges encountered by
Teachers, (Regular teachers and Resource teachers) Heads of
schools, Hearing impaired children and Normal children in the
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teaching learning situations in the Integrated education
programme.
11. For ensuring the success of integrated education programme,
remedial measures will be suggested.
Methodology proposed for the study has been presented under
the following heads:
1. Variables of the study
2. Tools employed for the collection of data
3. Selection of sample
4. Data collection procedure
5. Scoring and consolidation of data
6. Statistical techniques to be used
3.1 VARIABLES OF THE STUDY
The study has been designed with the following major variables
and criterion variables;
Major variables:
i. Attitude of Teachers, Heads of schools, Hearing
impaired children and Normal children towards
Integrated education programme.
ii. Challenges encountered by different groups
regarding the implementation of the programme
and,
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iii. Obstacles faced by Teachers and Heads of schools
in the implementation of Integrated education
programme.
Criterion variables:
i. Locality of schools
ii. Management category of schools (i.e. Govt.
or Private)
iii. Sex of teachers (Regular teachers and
Resource teachers)
iv. Sex of primary school pupils and,
v. Sex of Heads of schools
3.2 TOOLS EMPLOYED FOR THE COLLECTION OF DATA
In this study, the investigator used the survey method as a main
technique to investigate the Attitude of teachers, Heads of schools,
Hearing impaired children and Normal children towards Integrated
education programme and he used interview schedule for Heads of
schools and Teachers to find out the challenges and to identify the
obstacles faced in the implementation of Integrated education
programme. The following tools were developed for the present
study.
1. Attitude scale on Integrated Education programme for Heads
of schools.
2. Attitude scale on Integrated Education programme for Regular
teachers and Resource teachers.
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3. Attitude scale on Integrated Education programme for
Hearing impaired children and Normal children
4. Interview schedule on the challenges encountered by Heads of
schools.
5. Interview schedule on the challenges encountered by Regular
teachers and Resource teachers
The Attitude Scales and Interview schedules were prepared by
the investigator with the help of his supervising teacher after
discussion with educational experts like Deputy Director of Education,
District Educational officers, Asst. Professors of SCERT, lecturers of
DIETs, and Headmasters and Teachers of various primary schools.
More over the investigator made use of information from several
books (Hand book of Integrated education of the children with special
needs, (1997), Annual report of DPEP 1999-2000 etc.) for the
construction of the tool.
Description of the Tools
3.2.1 Attitude Scale on Integrated Education Programme for Heads
of schools:
The tool consists of two sections, Section A and Section B.
Section A was meant to collect General information regarding name,
qualifications, sex, locality of school, management category of school.
Section B was meant to measure the major variable; that is, the
Attitude of Heads of schools towards Integrated education
programme and challenges encountered by them regarding the
implementation of the programme.
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3.2.2 Section A
This section of the tool is used to collect the general information
regarding the Heads of schools. It consists of seven items. They are,
the name of the Head of school, sex, qualifications of the Headmaster,
the experience in the present post, name of the school, the locality of
the school (rural or urban) and the management category of the school
(private or government).
3.2.3 Section B
Statements required for the collection of data regarding the
Attitude of Heads of schools towards Integrated education
programme and challenges encountered by them regarding the
implementation of the programme were included in this section.
3.2.4 Preparation of items
Initially, 70 statements were prepared. The investigator wrote
all statements with the help of his supervising teacher. The statements
were subjected to expert criticism. On the basis of expert criticism,
some statements were deleted, and some were modified. Thus the
final scale contains 58 items. The details regarding the dimensions of
the Attitude scale is detailed below:
(a) Hearing impaired children in the Integrated education
programme:
In this section, 16 items are included. Each item deals with
Hearing impaired children in the Integrated education programme
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Example:
Integrated education programme in the normal school A U D
is benefited to the Hearing impaired children. [ ] [ ] [ ]
(b) Curriculum, Evaluation and Co-curricular activities for the
Hearing impaired in the Integrated education programme:
In this section, 14 items are included. Each item deals with
problems and remedial measures regarding curriculum, evaluation
and co-curricular activities assigned to the Hearing impaired children
in the Integrated education programme.
Example:
School faculties feel difficulties to complete the A U D
Content part of different subjects for the Hearing
impaired children With Normal children. [ ] [ ] [ ]
(c) Difficulties faced by Heads of schools in the Integrated education
programme for the Hearing impaired children:
In this section 7 items are included. Each of them describes the
difficulties faced by the Heads of schools in the Integrated education
programme for the Hearing impaired children.
Example:
The school administrators have to maintain too A U D
many recordsin the Integrated education programme [ ] [ ] [ ]
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(d) Difficulties faced by teachers regarding the teaching-learning
strategies applied for the Hearing impaired children in the
Integrated education programme:
In this section, 8 items are included. Each item describes the
difficulties of teachers regarding the teaching-learning strategies
applied for Hearing impaired children in the Integrated education
programme.
Example:
Teaching mathematics and science to the A U D
Hearing impaired children is difficult
than Normal children. [ ] [ ] [ ]
(e) The difficulties of Resource teachers in the Integrated education
programme for the Hearing impaired:
In this section 6 items are included. Each item describes the
difficulties of Resource teachers in the Integrated education
programme.
Example:
Regular teachers do not like the transcription need to be A U D
made by the resource teachers in the Integrated [ ] [ ] [ ]
education programme
(f) Attitude of Normal children towards Hearing impaired in the
Integrated education programme:
In this section, 7 items are included. Each item describes the
Attitude of Hearing impaired and Normal children in the Integrated
education programme.
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Example:
Normal children are anxious to explain concepts in A U D different subjects to Hearing impaired children in the [ ] [ ] [ ] Integrated education programme.
The categorization of the total items in 6 dimensions is given in
Table 3.1.
TABLE 3.1
Items under each Dimension of Attitude Scale on Integrated Education Programme for Heads of schools
Sl. No. Dimensions Item Nos. Total
1. Hearing impaired children in the Integrated education programme.
1-16 16
2. Curriculum, Evaluation and Co-curricular activities for the Hearing impaired in the Integrated education programme.
17-30 14
3. The difficulties faced by Heads of schools in the Integrated education programme for the Hearing impaired children.
31-37 7
4.
The difficulties faced by teachers regarding the teaching-learning strategies applied for the Hearing impaired children in the Integrated education programme:
38-45 8
5. The difficulties faced by Resource teachers in the Integrated education programme for the Hearing impaired.
46-51 6
6. Attitude of Normal children towards Hearing impaired in the Integrated education programme.
52-58 7
Total 58
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3.2.5 Mode of Answering and scoring
In the Attitude scale on Integrated education programme for
Heads of schools 58 items were included and there are three responses
against each statement i.e. Agree (A), Uncertain (U), and Disagree (D).
The weightage assigned for each response category is given below.
Responses Scores
Agree 2
Uncertain 1
Disagree 0
3.2.6 Reliability of the tool
Reliability of the tool was found by test-retest method with an
interval of one month between two samples of Heads of schools in the
primary schools of Kerala. The obtained reliability is 0.83 (N=30),
which suggests that the scale is highly reliable to measure the Attitude
of Heads of schools towards Integrated education programme.
3.2.7 Validity of the tool
Validity is an indispensable characteristic of a measuring device.
According to Best (1995), ―validity is that quality of a data gathering
instrument or procedure that enables it to some measure what it
supposed to measure.‖
Since the Attitude scale was prepared based on the existing
theory with the help of source books and in consultation with the
experts the investigator claims construct validity for the tool. Criterion
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related validity of the tool was established by cross checking the
responses given by the Heads of schools for the same responses in the
two samples in the test-retest method. The coefficient of validity
(Pearson‘s r) obtained is 0.79 (N=30). This suggests that the scale is
highly valid to measure the Attitude of Heads of schools towards
Integrated education programme.
The Attitude scale on Integrated education programme for
Heads of schools is presented as Appendix I (English version) and
Appendix II (Malayalam version).
3.2.8 Attitude Scale on Integrated Education Programme for
Regular teachers and Resource Teachers:
The tool consists of two sections, Section A and Section B.
Section A was meant to collect General information regarding name,
qualifications, sex, locality of school, management category of school.
Section B was meant to measure the major variable; that is, the
Attitude of Regular teachers and Resource teachers towards Integrated
education programme and challenges encountered by them regarding
the implementation of the programme.
3.2.9 Section A
This section of the tool is used to collect the general information
regarding the Teachers. It consists of seven items. They are, the name
of the teacher, sex, qualifications of the teacher, the experience in the
present post, name of the school, the locality of the school (rural or
urban) and the management category of the school (private or
government).
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3.2.10 Section B
Statements required for collection of data regarding the Attitude
of Regular teachers and Resource teachers towards Integrated
education programme and challenges encountered by them regarding
the implementation of the programme were included in this section.
3.2.11 Preparation of items
Initially, 60 statements were prepared. The investigator wrote
all statements by the help of his supervising teacher. The statements
were subjected to expert criticism. On the basis of expert criticism,
some statements were deleted, and some were modified. Thus the
final scale contains 47 items.
The details regarding the dimensions of the Attitude scale is
detailed below:
a) Hearing impaired children in the Integrated education
programme:
In this section, 11 items are included. Each item deals with
Hearing impaired children in the Integrated education programme
Example:
Hearing impaired children can be educated as that A U D
of Normal children in the Integrated
education programme [ ] [ ] [ ]
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(b) Difficulties faced by teachers regarding the teaching-learning strategies applied for the Hearing impaired children in the Integrated education programme:
In this section, 13 items are included. Each of the item gives
problems and remedial measures regarding learning strategies
assigned to the Hearing impaired children in the Integrated education
programme.
Example:
In-service training programmes for the resource A U D teachers on hearing impairment is essential. [ ] [ ] [ ]
(c) Difficulties faced by teachers regarding the implementation of
the normal curriculum to the Hearing impaired in the
Integrated education programme:
In this section 18 items are included. Each of them describes the
difficulties regarding the implementation of the normal curriculum to
the Hearing impaired in the Integrated education programme.
Example:
Most of the Hearing impaired children prefer sign A U D language for their communication [ ] [ ] [ ]
(d) The role of Parent Teacher Association in the Integrated
education programme:
In this section, 5 items are included. Each of them describes the
role of Parent Teacher Association in the Integrated education
programme.
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Example:
The co-operation of the Parent Teacher Association A U D
is essential for the proper functioning of the
Integrated education programme. [ ] [ ] [ ]
The categorization of the total items in 4 dimension is given in
Table 3.2.
TABLE 3.2
Items under each dimension of Attitude Scale on Integrated Education Programme for Regular teachers and Resource teachers
Sl. No. Dimensions Item Nos.
Total
1. Hearing impaired children in the Integrated education programme
1-11 11
2.
Difficulties faced by of teachers regarding the teaching-learning strategies applied for the Hearing impaired children in the Integrated education programme
12-24 13
3.
Difficulties faced by teachers regarding the implementation of the normal curriculum to the Hearing impaired in the Integrated education programme
25-42 18
4. The role of Parent teachers association in the Integrated education programme
43-47 5
Total 47
3.2.12 Mode of Answering and scoring
In the Attitude scale on Integrated education programme for
Regular teachers and Resource teachers consists of 47 items and there
are three responses against each statement i.e. agree (A), Uncertain
(U), and Disagree (D). The weightage assigned for each response
category is given below.
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Responses Scores
Agree 2
Uncertain 1
Disagree 0
3.2.13 Reliability of the tool
Reliability of the tool was found by test-retest method with an
interval of one month between two samples of Regular teachers and
Resource teachers in the primary schools of Kerala. The obtained
reliability is 0.73 (N=30), which suggests that the scale is highly
reliable to measure the Attitude of Regular teachers and Resource
teachers towards Integrated education programme.
3.2.14 Validity of the tool
Since the Attitude scale was prepared based on the existing
theory with the help of source books and in consultation with the
experts the investigator claims construct validity for the tool. Criterion
related validity of the tool was established by cross checking the
responses given by the teachers for the same responses in the two
samples in the test-retest method. The coefficient of validity
(Pearson‘s r) obtained is 0.89 (N=30). This suggests that the scale is
highly valid to measure the Attitude of Regular teachers and Resource
teachers towards Integrated education programme.
The Attitude scale on Integrated education programme for
Regular teachers and Resource teachers is presented as Appendix III
(English version) and Appendix IV (Malayalam version).
130
3.2.15 Attitude Scale on Integrated Education Programme for
Hearing impaired Children and Normal children
The tool consists of two sections, Section A and Section B Section A
was meant to collect General information regarding name of student,
class, sex, name of school, locality of school, and management
category of the school. Section B was meant to measure the major
variable; Attitude of Hearing impaired children and Normal children
towards Integrated education programme and challenges encountered
by them regarding the implementation of the programme.
3.2.16 Section A
This section of the tool is used to collect the general information
regarding the Hearing impaired children and Normal children. It
includes the name of the student, class, sex, name of school, locality of
school (rural or urban) and the management category of the school
(private or government).
3.2.17 Section B
Statements required for collection of data regarding the Attitude
of Hearing impaired children and Normal children towards Integrated
education programme is included under this section.
3.2.18 Preparation of items
Initially, 50 statements were prepared. The investigator wrote
all statements with the help of his supervising teacher. The statements
were subjected to expert criticism. On the basis of expert criticism,
131
some statements were deleted, and some were modified. Thus the
final scale contains 39 items. The details regarding the dimensions of
the Attitude scale is detailed below:
(a) Relationship and interdependence of Hearing impaired
children and Normal children in the Integrated education
programme:
In this section, 23 items are included. Each item deals with the
relation ship and interdependence of Hearing impaired children and
Normal children in the Integrated education programme
Example:
Normal children is reluctant to play with A U D Hearing-impaired children. [ ] [ ] [ ]
(b) Difficulties regarding the implementation of normal
curriculum, and co-curricular activities assigned for Hearing
impaired in the Integrated education programme:
In this section, 9 items are included, each of the item gives
difficulties regarding the implementation of normal curriculum, and
co-curricular activities assigned to the Hearing impaired children in
the Integrated education programme.
Example:
Hearing impaired children cannot react to the stimulus A U D situation as quickly as the Normal children [ ] [ ] [ ]
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(c) Difficulties of hearing impaired children regarding teaching-
learning strategies in the Integrated education programme
In this section 7 items are included. Each of them describes the
difficulties of students to grasp concepts in the Integrated education
programme.
Example:
Science and Mathematics are two difficult subjects A U D to hearing impaired children when compared [ ] [ ] [ ] to Normal children.
The categorization of the total items in 3 dimensions is given in
Table 3.3.
TABLE 3.3
Items under each dimension of Attitude Scale on Integrated Education Programme for Hearing impaired children and Normal children
Sl. No. Dimensions Item Nos. Total
1. Relationship and interdependence of Hearing impaired children and Normal children in the Integrated education programme
1-23 23
2. Difficulties regarding the implementation of normal curriculum, and co-curricular activities assigned for Hearing impaired in the Integrated education programme
23-32 9
3. Difficulties of hearing impaired children regarding teaching-learning strategies in the Integrated education programme
33-39 7
Total 39
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3.2.19 Mode of Answering and scoring
The Attitude scale on Integrated education programme for
Hearing impaired children and Normal children consists of 39 items.
The scale consists of positive as well as negative statements.
Altogether there are 39 statements in the scale and out of which 23 are
positive and 16 are negative. Scoring is done by giving weights to the
responses. There are three responses against each statement i.e. agree
(A), Uncertain (U), and Disagree (D). The scoring pattern is as follows:
A U D
Positive 2 1 0
Negative 0 1 2
3.2.20 Reliability of the tool
Reliability of the tool was found by test-retest method with an
interval of one month between two samples of Hearing impaired
children and Normal children in the primary schools of Kerala. The
obtained reliability is 0.78 (N=30), which suggests that the scale is
highly reliable to measure the Attitude of Hearing impaired children
and Normal children towards Integrated education programme.
3.2.21 Validity of the tool
Since the Attitude scale was prepared based on the existing
theory with the help of source books and in consultation with the
experts the investigator claims construct validity for the tool. Criterion
related validity of the tool was established by cross checking the
responses given by the children for the same responses in the two
134
samples in the test-retest method. The coefficient of validity
(Pearson‘s r) obtained is 0.87 (N=30). This suggests that the scale is
highly valid to measure the Attitude of Hearing impaired children and
Normal children towards Integrated education programme.
The Attitude scale on Integrated education programme for
Hearing impaired children and Normal children is presented as
Appendix V (English version) and Appendix VI (Malayalam version).
3.2.22 Interview Schedule on the Challenges Encountered by Heads
of schools
An Interview schedule on the challenges encountered by Heads
of schools in the Integrated education programmes is prepared for
collecting the data about the challenges encountered by the Heads of
schools in the Integrated education programme and to identify the
obstacles faced by them in the implementation of the programme. The
schedule consists of 16 questions. Both YES/NO questions and open
ended questions are included in the schedule, relating to the following
dimensions.
a) Hearing impaired children in the Integrated education
programme
b) Curriculum, Evaluation and Co-curricular activities for the
Hearing impaired in the Integrated education programme.
c) The difficulties of Heads of schools in the Integrated education
programme for the Hearing impaired children.
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d) The difficulties of teachers regarding the teaching-learning
strategies applied for the Hearing impaired children in the
Integrated education programme:
e) The difficulties of the Resource teachers in the Integrated
education programme for the Hearing impaired.
f) Attitude of Normal children towards Hearing impaired in the
Integrated education programme.
3.2.23 Reliability of the tool
Reliability of the tool was found by test-retest method with an
interval of two months between two samples of Regular teachers and
Resource teachers in the primary schools of Kerala. The obtained
reliability is 0.81 (N=30), which suggests that the Interview schedule
is highly reliable to measure the Attitude of Heads of schools towards
Integrated education programme.
3.2.24 Validity of the tool
Since the Attitude scale was prepared based on the existing
theory with the help of source books and in consultation with the
experts the investigator claims construct validity for the tool. Criterion
related validity of the tool was established by cross checking the
responses given by the teachers for the same responses in the Attitude
scale given to them. The coefficient of validity (Pearson‘s r) obtained
is 0.81 (N=30). This suggests that the Interview schedule is highly
valid to measure the Attitude of Heads of schools towards Integrated
education programme.
136
The Interview schedule on the challenges encountered by the
Heads of schools is presented as Appendix VII.
3.2.25 Interview Schedule on the Challenges Encountered by
Regular teachers and Resource teachers
An Interview schedule on the challenges encountered by
Regular teachers and Resource teachers in the Integrated education
programmes is prepared for collecting the data about the challenges
encountered by the Regular teachers and Resource teachers in the
Integrated education programme and to identify the obstacles faced by
them in the implementation of the programme. The schedule consists
of 16 questions. Both YES/NO questions and open ended questions
are included in the schedule, relating to the following dimensions.
a) Hearing impaired children in the Integrated education programme.
b) The difficulties of teachers regarding the teaching-learning
strategies applied for the Hearing impaired children in the
Integrated education programme
c) Difficulties regarding the implementation of the normal curriculum
to the Hearing impaired in the Integrated education programme
d) The role of Parent teachers association in the Integrated education
programme
3.2.26 Reliability of the tool
Reliability of the tool was found by test-retest method with an
interval of two months between two samples of Regular teachers and
Resource teachers in the primary schools of Kerala. The obtained
reliability is 0.83 (N=30), which suggests that the Interview schedule is
137
highly reliable to measure the Attitude of Regular teachers and
resource teachers towards Integrated education programme.
3.2.27 Validity of the tool
Since the Attitude scale was prepared based on the existing
theory with the help of source books and in consultation with the
experts the investigator claims construct validity for the tool. Criterion
related validity of the tool was established by cross checking the
responses given by the teachers for the same responses in the Attitude
scale supplied to them. The coefficient of validity (Pearson‘s r)
obtained is 0.84 (N=30). This suggests that the Interview schedule is
highly valid to measure the Attitude of Regular teachers and Resource
teachers towards Integrated education programme.
The Interview schedule on the challenges encountered by the
Regular teachers and Resource teachers is presented as Appendix
VIII.
3.3 SELECTION OF SAMPLE
One of the major aspects of a research is the selection of sample.
The selection of the sample should be carefully done in order to arrive
at a valid generalization and the sample should reasonably represent
the entire population. For the present study, the sample selected using
stratified random sampling technique. Here, the selection of cases was
at random out of the defined sub population which is proptionally
represented in the combined sample.
138
The population selected for the study is the Regular teachers,
Resource teachers, Heads of schools, Hearing impaired children and
Normal children of the Integrated education programme in the
primary schools of Kerala. The dependability of any study is
determined to a large extent by the selection of sample on which the
test is administered. The basic purpose of research is to discover
principles that have universal application. But to study a whole
population is not so easy. So a small number of individuals which
should exhibit all the properties of the entire population should be
selected. By increasing sample the error can be reduced to a
minimum. So, the size of the sample is one of the most important
factors.
It is intended to take a total sample of 600. Among them, 150
Regular teachers, 75 resource teachers, 75 Heads of schools, 100
Hearing impaired children and 200 Normal children studying in the
Primary schools of Kerala. The following factors were considered as
the characteristics of population are.
a) Sex of Regular and Resource teachers, Heads of schools,
Hearing impaired children and Normal children.
b) Locale of Regular and Resource teachers, Heads of schools,
Hearing impaired children and Normal children.
c) Management category of schools of Regular and Resource
teachers, Heads of schools, Hearing impaired children and
Normal children.
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The breakup of the intended sample for the study is detailed in
Table 3.4.
TABLE 3.4
Break up of the intended sample for the study
Sl. No.
Particulars Sex Locale Management
Total Male Female Rural Urban Govt. Aided
1. Heads of schools 40 35 38 37 40 35 75
2. Regular teachers 75 75 80 70 70 80 150
3. Resource teachers 40 35 35 40 40 35 75
4. Normal children 97 103 98 102 103 97 200
5. Hearing impaired children
49 51 48 52 52 48 100
3.4 DATA COLLECTION PROCEDURE
In order to find the data for the present study, the investigator
approached the intended sample for the study. Out of these, 125
Regular teachers, 80 Resource teachers, 61 Heads of schools, 80
Hearing impaired children and 200 Normal children in the primary
schools of 6 districts were obtained for the final study. The investigator
himself to the selected samples administered the tools. The need and
importance of the study and objectives of the study explained to them.
Necessary instructions were given to the subjects to fill up the Attitude
scale.
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3.5 FINAL SAMPLE
The present study was conducted to find out the Attitude of
Heads of schools, Regular teachers, resource teachers, Hearing
impaired children and Normal children towards the Integrated
education programme of the Primary schools of Kerala. The sample
consists of subjects of 6 representative districts, Kasaragod, Kannur,
Wayanad, Kozhikode, Malappuram and Palakkad. The details
regarding the sample are described below.
From the intended sample, the following samples were obtained
for the study after data collection.
Regular teachers
To gather the Attitude of Regular teachers towards the
Integrated education programme, 125 Regular teachers in the primary
schools of Kerala were selected as a sample. They were classified
according to sex, locale, and management category of the schools. 70
teachers were taken from rural area and 55 from urban area. Among
them, 60 male and 65 female and 61 aided school teachers and 64
Government school teachers.
Resource teachers
80 Resource teachers in the primary schools of Kerala were
selected as a sample to gather Attitude of the Resource teachers
towards Integrated education programme. They were classified
according to sex, locale, and management category of the schools. 43
teachers were taken from rural area and 37 from urban area. Among
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them, 37 male and 43 female and 35 aided school teachers and 45
government school teachers.
Heads of schools
To gather and analyse the Attitude of Heads of schools towards
the Integrated education programme, 61 Heads of schools in the
primary schools of Kerala were selected as a sample. They were
classified according to sex, locale, and management category of the
schools. 34 Heads of schools were taken from rural area and 27 from
urban area. Among them, 33 male and 28 female, and 29 aided school
Headmasters and 33 government school Headmasters.
Hearing- impaired children
80 Hearing impaired children in the primary schools of Kerala
were selected as a sample. To gather their Attitude towards Integrated
education programme, They were classified according to sex, locale,
and management category of the schools. 41students were taken from
rural area and 39 from urban area. Among them, 39 male and 41
female, and 42 government school students and 38 aided school
students.
Normal children
To gather the Attitude of Normal children towards the
Integrated education programme, 200 Normal children in the primary
schools of Kerala were selected as a sample. They were classified
according to sex, locale, and management category of the schools. 103
students were taken from rural area and 97 from urban area. Among
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them, 98 male and 102 female, and 97 government school students and
103 aided school students.
The break up of the sample for the study is detailed in Table 3.5
TABLE 3.5
Break up of the final sample for the study
Sl. No
Particulars Sex Locale Management
Total Male Female Rural Urban Govt Aided
1. Heads of schools 33 28 34 27 32 29 61
2. Regular teachers 64 61 60 65 70 55 125
3. Resource teachers 45 35 37 43 43 37 80
4. Normal children 97 103 98 102 103 97 200
5. Hearing impaired children
42 38 39 41 41 39 80
3.6 Scoring and consolidation of the data:
Scoring was done soon after the collection of the data. Scoring
of the responses to each item of the 3 Attitude scales and 2 Interview
schedules regarding Attitude of teachers, Heads of schools, Hearing
impaired children and Normal children towards Integrated education
programme in the primary schools of Kerala was done according to
the scoring procedures mentioned earlier. The total sample containing
125 Regular teachers, 80 resource teachers, 61 Heads of schools, 80
Hearing impaired children and 200 Normal children completed in all
respects were chosen for final analysis. The scores obtained were
tabulated and used for further analysis.
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3.7 Statistical techniques used
After the data has been collected, it must be processed and
analysed to draw proper inferences. The investigator analysed the
tabulated material with a view to determine inherent factors or
meaning.
In order to find out the answer to the objectives specified the
following techniques were used.
Classification technique:
a) Classification of the sample on the basis of sex:
The information regarding sex of Heads of schools, Regular
teachers, resource teachers, Hearing impaired children and Normal
children were obtained using Section A of each tool.
b) Classification of the sample on the basis of locality:
The information regarding locale of Heads of schools, Regular
teachers, resource teachers, Hearing impaired children and Normal
children were obtained using Section A of each tool.
c) Classification of the sample on the basis of management
category of schools:
The information regarding management category of Heads of
schools, Regular teachers, resource teachers, Hearing impaired
children and Normal children were obtained using Section A of each
tool.
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Major Analysis
The following statistical techniques were used for the analysis of
the data.
a. Preliminary analysis
In this preliminary analysis, the statistical constants such as Arithmetic
Mean(A.M) and Standard Deviation (S.D) are estimated.
a. Percentage analysis
This method was adopted to find out what percentage of total
sample responds in three ways. Viz. Agree, uncertain, disagree for
such statement in each tool. This percentage analysis helps the
investigator to categorize the statements in to favourable and
unfavourable Attitudes.
To find out the Attitude of teachers, Heads of schools, Hearing
impaired children and Normal children towards Integrated education
programme and challenges encountered by the groups regarding the
implementation of the programme, percentage analysis based on each
dimension or statement of the Attitude scale for the teachers, Heads of
schools, Hearing impaired children and Normal children was
conducted. Verbal interpretation is also used for the analysis.
b. Test of significance of difference between means
In order to compare the distribution of the variables in relevant
subgroups, the data obtained was subjected to test of significance of
difference between means.
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The critical ratio indicating size of sample, mean difference was
computed using the formula,
C.R = 1 2
1 1 2 2
M -M
(σ /N ) (σ /N )
Where,
M1 and M2 are the mean of the two samples respectively.
1 and 2 are the standard deviation of the samples respectively.
N1 and N2 are the size of the two samples.
Depending upon whether the critical ratio exceeds 1.96 or 2.58 it
will be concluded that the difference is significant at 0.05 and 0.01
levels of significance respectively.
The details of the analysis done and its results are presented in
the following chapter.
c. Analysis of Variance (ANOVA)
In order to find out the interaction effect of the criterion
variables, sex, locale and management category of Heads of schools,
Regular teachers, resource teachers, Hearing impaired children and
Normal children on the major variable – Attitude of teachers, Heads
of schools, Hearing impaired children and Normal children towards
Integrated education programme and challenges encountered by the
groups regarding the implementation of the programme, the data was
subjected to Analysis of Variance.
Analysis of Variance employing three independent variables
involving three way classifications was done to determine the single
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effect and interaction effect of select independent variables on the
dependant variable.
Analysis of variance employing three independent variables
involving three way classifications in three way ANOVA, which
involves R levels of one factor, C levels of second factor, and L levels
of third factor, the number of treatment combination is RCL.
ANOVA is employed in each sample and sub samples based on
sex, locale and type of management of schools. Thus altogether 13
ANOVA was under taken for the present investigation.
Each sum of square has associated degrees of freedom to obtain
various estimate or mean squares which are used to test the
significance of main or interaction effects. F ratio are formed from the
various estimates and used to test significance of rows, columns and
interaction effects.