3.1
Research Instruments and Procedures
This study consists of two parts which are questionnaire survey and case study. Based on research questions, the content and items in the research instruments (including questionnaires, focus group discussion guidelines and lesson observation record form) are constructed.
3.1.1 Questionnaire survey
With reference to literature and existing measurement scales of inclusive education, the questionnaire items were constructed (Education Bureau, 2008; Bailey, 2004; Deng, 2008; Forlin, 2005; Loreman et al., 2007; Mahat, 2008; Wilczenski, 1995). Based on conceptual framework and cultural differences, the research team revised the questions. Furthermore, stakeholders including principals, teachers, parents and professionals were invited in exploratory focus groups to provide views on the research objectives and survey contents. According to the recommendations of the exploratory focus groups, the research team designed five different questionnaires for different stakeholders (i.e. principals, teachers, students, parents of SEN students, parents of regular students). The first draft was reviewed by special education experts, assessment experts and teachers involved in integrated education. It ensures the appropriateness of the questionnaires, and identification of problems such as uncommon and absurb use of terms, and clarity and sequence of questions. The research team then modified the questionnaires according to experts’ comments. Finally, a group of pre- service teachers were invited to review the questionnaires. Based on their suggestions, the research team further revised the questionnaires.
3.1.2 Focus group discussion guidelines and lesson observation record form
Case study includes focus group interviews and lesson observation. Based on feedback from principals, teachers, parents, and professionals, the research team prepared guidelines and scope for target respondents and interviews.
3.1.3 Pilot study
The research team conducted a pilot study in June 2010. The data illustrated an initial understanding of the situation in the implementation of integrated education in Hong Kong primary and secondary schools. It also tested the validity and reliability of the research instruments, and whether the procedure was feasible and appropriate. The research team selected one primary school and one secondary school for the pilot study. Both schools had experiences of more than five years in the implementation of integrated education program. We invited five groups of stakeholders, including principals, staff (teachers and professionals), students, parents of SEN students and parents of regular students in completing the
questionnaires. In addition, we conducted focus group interviews with these 5 groups of people. Details are shown as follows:
Table 3-1 Number of respondents in pilot study
Primary Secondary Total
Questionnaire Survey
Principal 1 1 2
Staff 24 10 34
Parent of SEN student 13 0 13
Parent of regular student 85 0 85
SEN student 19 9 28
Regular student 124 257 381
Focus Group Interview
Staff 5 5 10
Parent of SEN student 7 7 14
Parent of regular student 5 5 10
SEN student 7 4 11
Regular student 5 4 9
After analysing data of the pilot study, the findings show that the the questionnaires have adequate reliability and validity. The Cronbach's Alpha values of measurement scales range between 0.72 and 0.93, which show an acceptable level of internal reliability. There were two major revisions to the questionnaire items after examining the pilot data. One item was removed from the subscale “Core value of Inclusive Education” because the item loaded on a factor different from other items in the same subscale. Another item was removed from the parents’ questionnaire because the factor loading was low. Revisions have also been made to the wordings in the items to increase clarity and comprehensiveness based on the comments from the pilot participants. The questionnaires were then finalized (see Appendix C).
Based on the comments provided by the focus group respondents, the interview questions were re-structured. Some highly-related questions were combined and certain questions were removed due to sensitive issues or the lack of knowledge among the target participants. The focus group discussion guidelines and lesson observation record form could be found in Appendices D and E respectively.
3.2
Sample of Main Study
3.2.1 Questionnaire survey
The target population of this survey is stakeholders of integrated education and they comprise 1,096 schools over the territories (600 primary schools and 496 secondary schools, excluding international schools and special schools). A total of 230 schools returned the completed questionnaires, including 139 primary and 91 secondary schools. The response rate was 21%. These participating schools are distributed evenly over Hong Kong Island, Kowloon, New Territories and Islands. Although it is not a random sampling, the setting is comparable to
some large-scale international studies 5, 6. As shown in Tables 3-2 and 3-3, the sampling is fairly representative.
Table 3-2 Number of schools participating in questionnaire survey
Primary Secondary
All schools Respondents Percentage All schools Respondents Percentage Hong Kong Island 126 17 13% 90 15 17%
Kowloon 183 41 22% 151 24 16%
New Territories 272 75 28% 243 49 20%
Islands 19 3 16% 12 2 17%
District not mentioned - 3 - - 1 -
Total 600 139 23% 496 91 18%
The research team invited participating schools to have different stakeholders filled in different versions of the questionnaires. For each school, it includes a principal, four teachers, a professional, five parents of SEN students, five parents of regular students, five SEN students and five regular students. Details of the respondents are listed in Table 3-3.
Table 3-3 Number of people participating in questionnaire survey
Stakeholder Primary Secondary Total
Principal 126 83 209
Teacher 515 351 866
Professional 133 81 214
Parent of SEN student 621 395 1016
Parent of regular student 638 397 1035
SEN student 520 355 875
Regular student 546 375 921
Total 3099 2037 5136
3.2.2 Case Study
Besides questionnaire survey, a total of 20 schools (12 primary and 8 secondary schools) were invited to participate in case study. The sample consists of schools with different funding modes for integrated education (Table 3-4).
5 In the International Association for the Evaluation of Education Achievement (TIMSS) 2007, there were 126
primary schools and 123 secondary schools, and respectively 3,791 primary 4 and 3,470 secondary 2 students participated in the assessment in Hong Kong.
6 In the Program for International Student Assessment (PISA) 2009, there were 151 secondary schools
Table 3-4 Number of schools with different funding modes participating in case study
Mode of integrated education Primary Secondary Total
New Funding Mode 9 2 11
Whole School Approach 1 3 4
Integrated Education Scheme 1 1 2
Migration Mode 1 0 1
Learning Support Grant for
Secondary Schools 0 2 2
Similar to procedure for questionnaire survey, case study involves different stakeholders, including principals, teachers, professionals, parents of SEN students, parents of regular students, SEN students and regular students. A total of 475 people participated (Table 3-5).
Table 3-5 Number of People Participating in Case Study
Primary Secondary Total
Principal 10 8 18
Teacher 56 29 85
Professional 42 22 64
Parent of SEN student 46 21 67
Parent of regular student 50 12 62
SEN student 52 28 80
Regular student 52 15 67
SEN student observed during the lesson 21 11 32
Total 329 146 475
3.2.3 Consultative focus group interview
Based on data of questionnaire survey and views from respondents in case study, the research team conducted a consultative focus group interview. Representatives from associations of principals and parents, the Education Bureau (EDB), The Hong Kong Institute of Vocational Education (IVE), and scholars in special education were invited for views.
3.3
Supplementary Information
A summary of interview data of secondary school respondents is found in Appendix A. Furthermore, a summary of findings from the consultative focus group interview is included in Appendix B. The survey questionnaires are listed in Appendix C whereas the focus group discussion guidelines are included in Appendix D. As for reference, the lesson observation record form is found in Appendix E.