ATTITUDE OF TEACHERS, HEADS OF SCHOOLS ...shodhganga.inflibnet.ac.in/bitstream/10603/1550/11/11...Attitude of Regular teachers and Resource teachers towards the Integrated education

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.


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.


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


c. Heads of schools



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


c. Heads of schools



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.


the Attitude of Regular teachers and Resource teachers towards

116

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.


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


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.

119

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.

120

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:


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


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

125

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


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


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).

126

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.



all statements by the help of his supervising teacher. The statements



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:


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 [ ] [ ] [ ]

127

(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



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


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.

129

Responses Scores

Agree 2

Uncertain 1

Disagree 0



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.






responses given by the teachers for the same responses in the two

samples in the test-retest method. The coefficient of validity


highly valid to measure the Attitude of Regular teachers and Resource



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


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.



all statements with the help of his supervising teacher. The statements


131


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 [ ] [ ] [ ]

132

(c) Difficulties of hearing impaired children regarding teaching-

learning strategies in the Integrated education programme


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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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



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.






responses given by the children for the same responses in the two

134

samples in the test-retest method. The coefficient of validity


highly valid to measure the Attitude of Hearing impaired children and

Normal children towards Integrated education programme.


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.

135

d) The difficulties of teachers regarding the teaching-learning



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




interval of two months between two samples of Regular teachers and


reliability is 0.81 (N=30), which suggests that the Interview schedule

is highly reliable to measure the Attitude of Heads of schools towards







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


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



interval of two months between two samples of Regular teachers and


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.






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


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.

139

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.

140

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


teachers were taken from rural area and 37 from urban area. Among

141

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


students were taken from rural area and 97 from urban area. Among

142

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.

143

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.

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