Abstract

The Malawi system for assessing learning media for Learners with disabilities in schools highlights several difficulties that may be worth considering. For instance, the usage of a Low vision tool kit, Informal assessment, and use of Western instruments reveals a gap in the psychometric features of learning media assessment instruments. In other words, the system has an impact on content validity, construct validity, and reliability. The study aimed to develop a learning media instrument for Malawian Learners with disabilities. The results of the study revealed that 41 items under three main domains were developed. These domains include Sensory channels, Functional vision, and Literacy media. This was drawn from literature review and interviews. Then the items were exposed to statistical processes. The content validity was calculated was calculated using Lawshe’s CVR. The CVR value of all these 41 items was equal to 1.00 CVI. Component factor analysis with rotated varimax in each domain was also conducted to establish the construct Validity. The results for sensory channel and Functional vision domains indicated that three factors for each domain were extracted, while the Literacy media domain indicated that four factors were extracted. The loadings on a component matrix of the three domains show that all the items were found to be moderate to high (0.518 - 0.930). The cumulative percentage of variance in the domain ranges from 58. 5% to 79.246% which is higher than the cutoff point of >0.50. Furthermore, the Internal consistency reliability of the instrument was established using Cronbach’s alpha. The results show that the values were above 0.80 indicating good internal consistency. This indicates that the developed LMA instrument is valid and reliable, hence it can produce reliable inferences. This can assist teachers and relevant stakeholders in making good decisions on the appropriate learning media for learners with disabilities. This in turn will improve Inclusive education and, more especially, help learners with disabilities to have equal access to education and realize their potential.

More details

School	: School of Education
Issued Date	: 2024

Download full document