Research Methods in Education

Check, Joseph; Schutt, Russell K.

doi:10.4135/9781544307725

Cited by 233 publications

(179 citation statements)

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“…The research design adopted for this study is the descriptive survey method because it made it easier for the researchers to take a broad view from a sample of special education teachers in primary and secondary schools in order to draw conclusions regarding their attitude and competence in the use of assistive technology in their classrooms (Check & Schutt, 2010). The population for this study was all special education teachers in Osun State, Nigeria.…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools

Adams¹,

Onyiyeche²,

Bunmi³

2017

ADN

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This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire (TACUATQ)" was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.

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Section: Methodsmentioning

confidence: 99%

Teachers’ Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools

Adams¹,

Onyiyeche²,

Bunmi³

2017

ADN

View full text Add to dashboard Cite

show abstract

“…One of the strengths of a questionnaire is that it allows for the easy assessment of the opinions and attitudes of a group of people on several variables related to a topic. It also allows for conclusions to easily be drawn relative to probability of various truths (Hartas 2010;Check & Schutt 2011). In this case, the ability to easily gather data relative to opinions and attitudes and determine probabilities fits well with the purpose of the research.…”

Section: Rationale For the Methodsmentioning

confidence: 96%

“…The use of a questionnaire based design allows for numerical responses that are easily analyzed for both correlations and differences within a group (Boudah 2010). Thus, the use of a questionnaire based design allows for easy comparison of quantitative responses across a variety of groups (Check & Schutt 2011). The answers to these questions will provide a plethora of data for those who may be interested in approaching school administrators regarding the use of social enterprise based approaches to fundraising.…”

Section: Rationale For the Methodsmentioning

confidence: 99%

“…Within the questionnaire or survey based approach to research design there are at least five potential approaches that can be taken (Check & Schutt 2011). For the purpose of this study, a mail survey was chosen.…”

Section: Methodsmentioning

confidence: 99%

“…This allows a probability assessment to then be made as to the likelihood that the rest of the population (non responders) will also be interested in each approach (Hartas 2010;Check & Schutt 2011).…”

Section: Rationale For the Methodsmentioning

confidence: 99%

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Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

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2022

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Education and parenting are popular topics on social media. In China, it is now common practice for parents to discuss and share education-related information in WeChat, a premier Chinese social media app. In order to understand parents' educational aspirations in WeChat and the way parents fulfil their parenting responsibilities, this research used virtual ethnography to study a WeChat parents group named Little MBA. Focusing on parents' textual conversations and posts shared in the group, this article demonstrates how Chinese parents constructed their own image of British education to express their views on and aspirations for the education their children received in China. In Little MBA, three features of British education were constructed, including emphasis on character building, cultivation of entrepreneurship and influence of aristocratic education. In the process of presenting their version of British education, these parents were using Chinese notions like fuyang (cultivation with abundance) and qiongyang (cultivation with deprivation) to understand and reproduce the meaning of British education in their own context. Their constructs of British education were understood as a way to fulfil their parenting responsibilities transferred from the state. The ambiguous image of British

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Research Methods in Education

Cited by 233 publications

References 0 publications

Teachers’ Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools

Teachers’ Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools

Social Enterprise and Christian School Finance: Receptivity of ACSI Christian School Leaders in Mid-America

Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

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