3.5.1 Sampling Techniques
Both simple and stratified random sampling techniques were used to select the study sample. The researcher chose Stratified random sampling for this study because it enabled her to make proportionate selection of respondents from the sub-groups of the population (Mugenda and Mugenda, 2003). Simple random sampling technique on the other hand ensured an equal and independent opportunity of each member of the target population in the sample (Orodho, 2009).
First, the researcher obtained a list of public primary schools in the sub-county from the sub-county education office. The schools were then listed according to the four zones namely; Chavakali North, Chavakali South, Sabatia North and Sabatia East. Each zone therefore formed a stratum. Second, through proportionate allocation, the number of schools to be selected from each stratum was obtained. Finally, simple random sampling technique was used to select specific schools to be included in the study.
25
The selection of schools to be included in the study was done by writing the names of all the schools in a given zone on small pieces of paper, folding them and placing in a small box. The papers were then shuffled after which the required numbers of papers were randomly picked. The names of schools on the randomly selected papers formed the sample for the zone. The procedure was done for each of the four zones in the sub-county to be able to get sample schools to be included in the study. Head teachers of all the sampled schools from each zone were included in the study (Refer to table 3.1).
Teachers from the four zones in Sabatia Sub-County who were included in the study were selected using simple random sampling. 10% of the teachers from each zone were selected. The sample size was as follows; Chavakali North, 24 teachers a representative of 10% of the total population of 243 teachers, Chavakali South, 22 teachers a representative of 10% of the total population of 216 teachers, Sabatia North, 26 teachers a representative of 10% of the total population of 261 teachers and finally Sabatia East 21 teachers a representative of 10% of the total population of 207 teachers. (Refer to table 3.1).
3.5.2 Sample Size
According to Mugenda (2008), 10% of the accessible population is enough for descriptive survey. A total of 103 schools formed the target population. The researcher then drew the sample size by getting 10% of the total population which came to 10 schools. Head teachers of the selected schools were involved in the study. The study also involved 93 teachers which was 10% of the target population of 927 teachers. To get the sample for each of the four zones, the 10 schools were proportionately divided as follows; Chavakali North 3, Chavakali South 2, Sabatia
26
North 3 and Sabatia East 2. 10% of teachers from each zone were involved in the study. The sample size is summarized in table 3.1.
Table 3.1: Number of Head Teachers and Teachers Sampled
Zone Head Teachers
Total Population Per Zone Sample Size % Teachers Total Population Per Zone Sample Size % Chavakali North 27 3 10 243 24 10 Chavakali South 24 2 10 216 22 10 Sabatia North 29 3 10 261 26 10 Sabatia East 23 2 10 207 21 10 Total 103 10 927 93
Source: Sabatia Sub-county education office, (2016)
3.6 Research Instruments
This study used questionnaires, non-participant observation schedule and an interview schedule to collect data. The three instruments were used to gather both quantitative and qualitative data.
3.6.1 Questionnaire
The questionnaires were used to collect data from the teachers in public primary schools in Sabatia Vihiga County, Kenya on; their professional preparation for the implementation of inclusive education in schools, their perception towards inclusion of learners with disabilities in mainstream classes and availability, adequacy, condition and extent of use of teaching/learning resources in the implementation of inclusive education in schools. The teachers‟ opinion on measures to be taken to ensure success of inclusive education was also sought.
27
The questionnaires for head teachers were used to collect data on their professional preparation in the implementation of inclusive education, their perception towards leaners with disabilities in mainstream classes and whether teachers in schools use teaching/learning resources in the implementation of inclusive education. Availability, adequacy and condition of these resources were sought. Head teachers views on successful implementation of inclusive education were also sought.
The researcher chose to use questionnaires because they have comparatively greater return rates and reliability (Mugenda and Mugenda, 2003). The target population was also considered learned and therefore did not have a problem reading and interpreting the questions. It was also believed that through questionnaires, much of the data required could be provided and time would be saved. The questions were mainly close ended. The questionnaire had three sections (A, B and C). Section A gathered general information while section B gathered information tailored to the study objectives. Section C on the other hand sought opinions on successful implementation of inclusive education (see appendix I and ii). Respondents were requested to answer each item of the questionnaire. In order to get truthful information, their confidentiality was assured.
3.6.2 Observation Checklist
The checklist was used to get further information on the availability, adequacy, condition and utilization of instructional materials (see appendix iii). Observation checklist was chosen for this study because it helped to cross-check information elicited from the questionnaires.
28 3.6.3 Interview Schedule
The researcher used interview schedule to gather information from the Education Assessment and Resource Centers (EARC) coordinator on measures put in place by the government to ensure successful implementation of inclusive education in the sub-county (see appendix iv). Any other pertinent information on inclusive education in the sub-county was also sought. Orodho (2009) noted that most people are at ease while presenting themselves verbally than in writing and will therefore give data more readily in an interview. Interview schedule therefore enabled the researcher to get more information from the EARC coordinator by probing further into the questions. Issues were also clarified in a better way compared to use of a questionnaire. With the consent of the interviewee, the discussion was recorded.
3.7 Piloting
Research instruments were piloted to detect deficiencies such as unclear/ambiguous items which could affect the responses of the respondents, insufficient space for writing responses, clustered questions and wrong phrasing. Piloting was done in two public primary schools in Sabatia, Vihiga County. The pilot schools were not used in the actual study. The procedures used in piloting the study instruments were similar to those that were used during the actual study. After piloting the instruments and verifying their reliability and validity, the researcher proceeded with the main study.
3.7.1 Validity
Validity focuses in asking the question, “am I measuring what I intend to measure?” (Nachimas and Nachimas, 1999). Content validity was tested through subjecting the
29
study instruments to the scrutiny of expert judgment of the supervisors while validity of the research instruments was done through piloting.
3.7.2 Reliability
Test-retest method was appropriate in assessing whether the research instruments were reliable. The same questions were administered to the same group of respondents at an interval of one week and the outcomes compared. The spearman‟s order correlation was used to correlate the two outcomes as shown below:
Rho (rs) = 1-
Where: r is coefficient of reliability
summation of the deviation squared sample size
sample size squared
The reliability coefficients for each of the questionnaires were as follows; a=0.84 for the teachers and a=0.82 for the head teachers. This was in line with Orodho (2009) as he asserts that a correlation coefficient of about 0.75 is enough to judge the reliability of the instruments for the study.