CHAPTER III METHOD AND PROCEDURE

Transcription

1 CHAPTER III METHOD AND PROCEDURE The Present Chapter deals with the design of the study under investigation. It describes the structure of the sample used in the study along with tools and techniques used for the collection of data. There are many devices for collecting the data for the study and each having their own importance. The selection of adequate methods, tools and techniques is a very difficult problem and must be handled with every caution, care and profound consideration in respect of time, cost procedure for any study is decided upon before starting the project. Planning broadly includes methods of research to be adopted, the sample to be selected, the tools to be considered for use, procedure and cautions to be followed for the collection of data and statistical treatment to be given to data for its conversion into meaningful information. In this chapter above mentioned dimensions of the research are discussed in details under the following heads: 1. Design of the study. 2. Sampling technique for the study. 3. Development and description of tools. 4. Collection of Data. 5. Scoring of data 6. Statistical techniques used. 3.1 DESIGN OF THE STUDY The present study is a descriptive survey. Descriptive research studies are designed to obtain pertinent and precise information concerning the current status of phenomenon and whenever possible to draw valid general conclusion from the facts discovered. On the basis of operational and organizational point of view descriptive research is classified into following three categories: Survey study Interrelationship studies Developmental studies. 61

2 Out of these the present study is concerned collecting detailed description of existing phenomenon ( to study various support services for children with special needs in elementary schools of Punjab ) with the intent of employing data to justify current condition and to make more intelligent plans for improving them. In descriptive method of research, information is gathered with the help of questionnaire or interview schedule. Although descriptive method of research is relatively less sophisticated in comparison to the experimental method, it has its own advantages. Descriptive studies are more than a mere collection of data. They involve measurement, classification, analysis, comparisons and interpretations. 3.2 SAMPLING TECHNIQUE FOR THE STUDY Sampling is an essential item in the field of research. The process of selecting a part as a basis for an estimate of the total is known as Sampling. The whole group from which the sample is drawn is technically known as the universe or population and the group actually selected from the universe for the study is known as a sample. For the purpose of research, a sample is taken which is representative of the population. The conclusions are drawn and generalizations are made about the whole population based on an examination of some part of the whole. The process of using a part as a basis for an estimate of the whole population is known as sampling. For the conduct of the present study, the investigator decided to carry on a mixed sampling namely statistically random sampling and purposive sampling Sampling Frame The investigator limited its study to the Malwa belt of Punjab which comprises of approximately half of the districts of Punjab namely Bathinda, Faridkot, Fatehgarh sahib, Ferozpur, Ludhiana, Mansa, Moga, Muktsar, Nawanshehar (S.B.S Nagar), Patiala, and Sangrur. A list of those districts was made according to the literacy rate. These districts were then divided 62

3 into two groups on the basis of literacy rate i.e. High and low literacy rate. From these groups only four districts of the Malwa belt were chosen due to paucity of time. Two districts having a high literacy rate and two districts having low literacy rate were chosen through random sampling as sample of study which represent a true sample of the whole population. The four districts were namely Patiala, Sangrur, Fatehgarh sahib and Mansa. Table 3.1 List of districts in Malwa belt and their literacy rate S.no Name of the District 1. Bathinda 69.6% 2. Faridkot 70.6% 3. Fatehgarh Sahib 80.3% 4. Ferozpur 69.8% 5. Ludhiana 82.7% 6. Mansa 62.8% 7. Moga 71.6% 8. Muktsar 66.6% 9. Nawanshehar (S.B.S Nagar) 80.3% 10. Patiala 76.3% 11. Sangrur 68.9% Literacy rate Since the present study aims to know the support services for children with special needs, investigator identified the elementary schools by taking information from the Sarv Shiksha Abhiyan Office in all the four districts which has resource centers as a part of elementary schools. The table below show four districts divided into number of blocks. Table 3.2 Number of blocks Name of the district Number of blocks Patiala 14 Fatehgarh sahib 6 Sangrur 11 Mansa 5 From theses blocks mentioned above the investigator purposely selected schools having resource centers to fulfill the objectives of the study. 63

4 Table 3.3 List of Government Elementary Schools having Resource rooms in four Districts Patiala District Name of the block Bhunerheri I Bhunerheri I Bhunerheri I Bhunerheri I Bhunerheri I Bhunerheri I Bhunerheri I Bhunerheri I Bhunerheri I Rajpura I Rajpura I Rajpura I Rajpura I Rajpura I Rajpura I Rajpura I Rajpura I Rajpura I Samana I Samana I Name of the School having resource room GPS Binjal GPS Prod GPS Gharam GPS Mardanheri GPS Julkan GPS Jhungian GPS Churason GPS Devigarh GPS Khansian GES Sanour (B) GES Bolar GES Khanaheri GES Ballamgarh GES Behal GES Hadana GES Massingan GES Marru GES Isherheri GES Bhunerheri GES Bhateri GES Sural Kalan GES Uksi GES Dhamoli GES Damanheri GES Old Rajpura GES Banwari GES Jansla GES Khera Gajju GES NTC-1, Rajpura GES NTC-2, Rajpura GES Urna GES Jansua GES Allampur GES Gaggar Sarai GES Gharama GES Sandharsi GES Baprour GES Khairpur Jattan GES Kuthakheri GPS Main Patran GPS Shergarh 64

5 Name of the block Samana I Samana I Samana I Samana I Samana I Samana I Samana II Samana II Samana II Samana II Samana II Samana II Samana III Samana III Samana III Samana III Samana III Banur Banur Banur Banur Ghanour Ghanour Ghanour Ghanour Patiala I Patiala I Patiala I Patiala I Patiala I Patiala I Patiala I Patiala I I Name of the School having resource room GPS Duttal GPS Sadharanpur GPS Khang GPS Shutrana GPS Duftriwala GPS Arno GES Warrachapatti GES Gajewas GES Dhanetha GES Rajala GES Karhali GES Kheripata GES Noorpura (G) GES Badanpur (B) GES Kakrala GES Kalaran GES Ram nagar GPS Banur GPS Basma GPS Chatt GPS Devinagar GPS Ghanour GPS Bhangara GES Loh Simbli GES Seel GES Baggikhana GES Balwehera GES Nandpur Keson GES Hassanpur GES Rasulpur Joran GES Kauli GES Bahadargarh GES Sahibnagar GES Victoria Gaddakhana GES Samania Gate GES Dakala GES Multipurpose GES Tripri GES Gobindnagar GES Deepnagar GES Banara GPS Rajindra hospital GS Daru Kutia GES Dheeru di Majri GES Model Town 65

6 Name of the block Name of the School having resource room I GES Ablowal I GES Sadarpur I GES Wazidpur I GES Kalyan I GES Barsat I GES Bakshiwala I GES Partap Nagar Bhadson I GES Hayana Kalan Bhadson I GES Lout Bhadson I GES Matorda Bhadson I GES Gobindpura Bhadson I GES ChajjuBhatt Bhadson I GES Khokh Bhadson I GES Basti Bazigar, Nabha Bhadson I GES Babarpur Bhadson II GES Bhadson Bhadson II GES Alohran Kalan Bhadson II GES P.H.C. Nabha Bhadson II GES Chintanwala Bhadson II GES Kaleh Majra Bhadson II GES Sauja Bhadson II GES Kakrala Bhadson II GES Galwatti Total =14 Blocks 110 Schools * GES (Government Elementary School ) * GPS (Government Primary School) Fatehgarh Sahib District Name of the Block Bassi I Bassi I Bassi I Bassi I Bassi I Bassi I Bassi II Bassi II Bassi II Bassi II Bassi II Bassi II Bassi II Bassi II Bassi II Name of the school having resource room GES Bhagnana GES Chunni Kalan GES Badali Ala Singh GES Manherra Jattan GES Kotla Pirjain GES Kotla Mannupur GES Sirhind city GES Nogawan GES Mustafabad GES Bassi No.2 GES Bassi jail GES Kalour GES Rupalheri GES Shezadpur GES Halotali 66

7 Name of the Block Sirhind I Sirhind I Sirhind I Sirhind I Sirhind II Sirhind II Sirhind II Sirhind II Sirhind II Sirhind II Sirhind II Sirhind III Sirhind III Sirhind III Sirhind III Sirhind III Sirhind III Sirhind III Khamano Khamano Khamano Total= 6 Blocks * GES (Government Elementary School ) Sangrur District Name of the Block Ahmedgarh Ahmedgarh Ahmedgarh Cheema Cheema Cheema Dhuri Dhuri Dhuri Dhuri Dhuri Name of the school having resource room GES Jakhwali GES Nabipur GES Sirhind Mandi GES Mullanpur Khurd GES Pind Gobindgarh GES Labour Colony Mandi Gobindgarh GES Chanarthal Kalan GES Beed Bhamarsi GES Sangatpur Sodhian GES Ajnali GES Kapoorgarh GES Shamashpur GES Sainsi Vehra GES Naraingarh GES Bhadalthuha GES Salana GES MachraiKalan GES Badla GES Raipur raiyan GES Fatehgarh newan GES Mansoorpur 36 Schools Name of the school having resource room GPS Pharwali GPS Ward no.2 GPS Rohira GPS Longowal (G) GPS Bugar GPS Ugrahan GPS dhuri pind GPS Ward no. 2 Dhuri GPS Badshahpur GPS Bhalwan GPS Bugra 67

8 Name of the Block Dhuri Dhuri Malerkotla I Malerkotla I Malerkotla I Malerkotla I Malerkotla I Malerkotla I Malerkotla I Malerkotla II Malerkotla II Malerkotla II Malerkotla II Malerkotla II Malerkotla II Sangrur I Sangrur I Sangrur I Sangrur I Sangrur I Sangrur I Sangrur I Name of the school having resource room GPS Natt GPS Mallumajra GPS Lehra Pind GPS Harayu GPS Moonak (B) GPS Bhai ki Pishore GPS Bhulan GPS Shadihari GPS Ganouta GPS Andana GPS Bangan GPS Chotian GPS Amargarh GPS Chaunda GPS Binjoki Khurd GPS Ratolan GPS Hathan GPS Gigamajra GPS Malerkotla GPS Khanpur GPS Manvi GPS Bhurthla Mander GPS Sultanpur GPS Kuthala GPS Mheboobpura GPS Anaj mandi GPS Gaggarpur GPS Laddi GPS Sangrur GPS Policelines GPS Sarron GPS Nehri Kothi 68

9 Name of the Block Sangrur I Sangrur II Sangrur II Sangrur II Sangrur II Sangrur II Sherpur Sherpur Sherpur Sherpur Sherpur Sunam I Sunam II Sunam II Sunam II Sunam II Sunam II Total= 11 Blocks Name of the school having resource room GPS Bahadurpur GPS Alloarkh GPS Sakrodi GPS Bhawanigarh GPS Ghrachon GPS Bhattiwal kalan GPS Kheri Kalan GPS Sherpur GPS Rangian GPS Tibba GPS Changli GPS Nanakpura GPS Mehlan GPS Khnal Kalan GPS Saffipur GPS Janal GPS Kohirian 60 Schools *GPS (Government Primary School) Mansa District Name of the Block Bareta Bareta Bareta Bareta Budhlada Budhlada Budhlada Budhlada Budhlada Budhlada Budhlada Name of the school having resource room GPS Akbarpur Khudal GPS Dyalpura GPS Kularian GPS Saspali GPS Kanakwal Chahila GPS Hakamwala GPS BudhladaVillage(B) GPS Ahemadpur GPS Boha GPS Kulana GPS Gurne Kalan 69

10 Mansa Mansa Mansa Mansa Mansa Mansa Mansa Mansa Jhunir Jhunir Jhunir Jhunir Jhunir Sardulgarh Sardulgarh Sardulgarh Sardulgarh Sardulgarh Total =5 blocks *GPS (Government Primary School) Sampling size GPS Bhikhi (B) GPS Joga (G) GPS Ubha GPS Lalluana GPS Barnala GPS Bhai Desa GPS Bhainbagha GPS Mansa GPS jhunir GPS Bajewala GPS Akkanwali GPS Chalanwali GPS Burj Bhalaki GPS Sardulgarh(B) GPS Fatta Malioka GPS Dhingana GPS Jourkian GPS Fatehpur 29 Schools In order to conduct the present study the investigator collected data from 235 schools having resource centers under Sarv Shikhsha Abhiyan (SSA) from four districts comprising of 235 headmasters/ headmistress and 975 teachers. Final sample of the study S.no. Name of the district Table 3.4 Number of headmasters/ headmistress 1. Patiala Sangrur Fatehgarh Sahib Mansa Total Number of teachers 70

11 3.3 DEVELOPMENT AND DESCRIPTION OF TOOLS USED For each and every type of research, we need certain instruments to gather new facts and explore new areas. These instruments are called tools. The selection of tool depends upon the type of subject or elements of the population whose measure are required to be taken. So the selection of suitable tools is of vital importance for successful research. Since no standardized questionnaire was available to study the effectiveness of support services for children with special needs in the elementary schools of Punjab, the investigator prepared two self structured questionnaires to collect authentic, genuine information from Headmasters/ headmistress and teachers in Government elementary schools in four districts of Malwa belt carrying out inclusive education under Sarv Shiksha Abhiyan (SSA). The two tools developed were: 1. School information cum interview Schedule for Headmasters / headmistress. 2. Questionnaire for teachers Development of tools The framing of a good questionnaire takes a great deal of time and hard work. In order to make the study reliable and comprehensive the questionnaire was prepared by the investigator. On the basis of study of literatures i.e. books, journals, and discussion with experts, headmasters and teachers dealing with children with special needs in special schools a list of items was prepared separately for each questionnaire. While constructing the questionnaire, the following steps were used by the investigator. Step-1 Planning the questionnaires Step-2 Preparing the first draft of the questionnaire Step-3 Establishing the content validity and reliability of the questionnaires 71

12 Step- 1: Planning the questionnaires Planning is one of the essential steps for the construction of the questionnaire. According to Stanley and Hopkins (1978), the Planning stage of the questionnaire includes the nature of the test, test items and statements of condition under which it will be administered. Keeping in mind the objectives of the study, the investigator had prepared two questionnaires; one is School Information Schedule i.e. for headmasters and another questionnaire for teachers. Step- 2: Preparing the first draft of the questionnaires The investigator initially prepared 18 items for knowing the current status of inclusive education and support services in four districts of the Malwa belt from Headmasters/headmistress. The investigator also prepared Questionnaire for teachers keeping in mind the Barrier free access (BFA) guidelines, curriculum guidelines, evaluation techniques guideline given by Ministry of human resource development under the Sarv Shiksha Abhiyan (SSA) project. The questionnaire contained three parts-parts A, B, C. Part A constituted items pertaining to general information about teachers. Part B constituted information regarding aids and equipments and instructional material required for Children with special needs having 5 items with subparts and Part C constituted 50 items dealing with different support services for namely administrative support, Academic support, Peer support, Parents support and Community support required for children with special needs. For screening the statements thus collected, the list was analyzed in consultation with the Guide and criteria suggested by Likert (1938), Edwards and Kilpatric (1948) and Edwards (1957) were applied. The few suggestions of the criterion that was followed were: 1. A statement should refer more to the prevailing condition than to the past. 2. A statement should be clear, precise and straight forward. 3. A statement should contain one complete thought. 72

13 4. A statement should be well worded as can be easily understood by the subjects. 5. A statement should not be irrelevant to the topic. So keeping in mind these suggestions care was taken that the language of the test items was unambiguous and the instructions were clear and simple. Step- 3 Establishing the content validity and reliability of the questionnaire Validity refers to the degree to which it measures accurately what it intends to measure. Mouly (1971) remarked that the validity of the test must be established prior to its use; validation is an aspect of development, not of its use in the solution of the problem. The validation of the questionnaire utilizes the same principles and procedure to the validation of any tool of measurement. Each question or statement must be related to the topic under investigation. Content validity is determined by showing that the behavior demonstrated in testing constitutes a representative sample of behaviours to be exhibited in a desired performance domain. For the present questionnaires, content validity was established on the basis of the coverage of the universe of the test items. It was done by taking different views regarding the items in the questionnaire. 10 Experts from the field of Psychology, Special education, research scholars, Teachers dealing with children with special needs in special schools gave their views and suggestions. Experts gave suggestions like item needs modification, the question should be reframed, omitting irrelevant statements in the questionnaires. Depending upon the suggestions received, some of the items in the questionnaire were revised and refined and to know the reliability of the questionnaire, Pilot study was conducted by the investigator to know the accuracy of the tools for headmasters / headmistress and teachers prepared by the researcher. A Sample of 25 headmasters/headmistress and 50 teachers was administered the questionnaire to check the accuracy of 73

14 the questionnaires. These samples were not included in the final study. For Administrative support, Academic support, Parental Support, Peer support and Community support, spearman s brown formula was used for checking the reliability. Coefficient of correlation after calculating for administrative support was 0.77, Academic support 0.70, Parents support 0.60, Peer support 0.63 and community support As the values were more than 0.50, The statements having less than 0.60 values were deleted from the questionnaire for teachers. Step- 4 Preparing the final draft of the questionnaires on the basis of suggestions given by the experts After obtaining their views from the experts and checking its reliability, the final version of the tools was prepared for use by an investigator in the research. The final version of school information cum interview schedule for headmasters/ headmistress consisted of 15 questions and questionnaire for teachers consisted of 45 items. Some of the statements had two options either in Yes or No. The respondents were asked to tick ( ) one of the options as per their choice and some were open-ended in nature in school information cum interview schedule for headmasters/headmistress and Part A and Part B of the questionnaire. The investigator used Summated scale or popularly known as Likert type scales for item analysis wherein a particular item is evaluated on the basis of how well it discriminates between those persons whose total score is high and those whose total score is low. So the investigator used those items or statements that best meet this sort of discrimination test are included in the final version of the questionnaire. Part C of the questionnaire for teachers comprised of the statements and the respondent was to respond on a four point scale (i) Always, (ii) Sometimes, (iii) Rarely, (iv) Never Description Of Tools School Information cum interview Schedule for Headmasters / Headmistress The School Information Schedule was designed for Headmasters. This Schedule consists of only one part which deals with general information about the school and support services, i.e. types of children with special needs, Identification and enrollment of CWSN, Type of degree of disability of CWSN, reasons of dropout, attitude of teachers towards and Finance etc. 74

15 Table 3.5 Showing the item description of School Information cum interview schedule Item Description Number of Items Original Final version version General information Questionnaire for Teachers Questionnaire for teachers were prepared to know the various support services for children with special needs. The questionnaire was divided into three parts A, B, C. Part A deals with general information about teachers. Part B deals with various aids and equipments and instructional aids provided to different categories of children with special needs to fulfill the second objective of the study. Part C deals with different support services comprising of 45 items provided to children with special needs. Table 3.6 Table showing item description of Part A, B, C Number of Items Part Item Description Original Final version version A General Information B Information on Aids and equipments and 5 5 Instructional Material C Support services Total

16 Table 3.7 Table showing Item number of types of support provided to children with special needs in Part C S.no. Type of Support Item number 1. Academic 1,4,5,9,13,14,15,26,31,34,43, Administrative 8,10,17,22,25,27,28,32,33,36,41,42,45 3. Parental 3,19,23, 30,38, Community 2, 6, 11, 18, 21, 35,37,39 5. Peer 7, 12, 16,20, 24, 29, Bold item numbers indicates negative statements 3.4 Procedure for Data collection First of all the investigator went to Sarv Shiksha Abhiyan (SSA) office of the respective districts and collected the information about number of Government elementary schools under SSA Project and the number of schools having resource centers for children with special needs. In the second phase the investigator visited all the schools district wise and met respective Headmasters and acquainted them about the subject and requested them to fill the questions contained in the schedule. In order to get relevant responses of teachers and Headmasters, they were first convinced that the information provided by them will be kept confidential and will be used only for the purpose of research work. The investigator gave the information cum interview schedule to headmasters. They were first asked to fill the school information and then interviewed to get genuine information about status of inclusive education and then the researcher met selected teachers and requested them to fill the questionnaire and asked them to express their views and answers without any hesitation and pressure. The investigator gave a brief description about the questionnaire to the teachers in the beginning. They were told the objectives of the study and motivated to give their responses. Then the questionnaire were distributed among the teachers and the 76

17 questionnaire were got filled on the spot. At last she thanked the Headmasters/ headmistress and teachers for their kind cooperation. In this way the investigator collected the data. It is to be mentioned here that the investigator collected the data from schools in Scoring of the Data After collecting the data scoring was done. The school information schedule for headmasters /headmistress was calculated with the help of percentages to fulfill the first objective. The questionnaire for teachers constituted Part A, B, C. Part A and B were calculated with the help of percentages only whereas for Part C scoring was done. Out of 45 items 14 items are negatively stated and 31 items are positively stated. Each of the item is assigned a weight ranging from 4 (always) to 1 (never) for positive items. In case of negative item range of weights is reversed i.e. from 1(always) to 4 (never). So in this way the score of an individual is the sum total of the scores. The range of the scores is from 45 to 180 with a higher score indicating a higher level of support services provided to children with special needs and low score indicating lower levels of support services provided to children with special needs. 3.6 Statistical techniques used The data were analyzed by calculating the frequencies and percentage item wise keeping in view each objective of the study. Bar Graphs and Pie charts were used wherever necessary. Simple percentages and scoring were used for quantifying the qualitative variables. The total score of Part c of questionnaire for teachers was calculated using Mean and ANOVA to find out the significance of mean difference of support services provided to children with special needs in elementary schools of four districts of the Malwa belt of Punjab. Apart from this multiple comparison was also done using Post hoc test by Tukey s Kramer test to find out the significantly different districts in providing different support services. 77

18 1. Formula of Mean:- 2. Formula of one way ANOVA 78

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