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SPED Teachers' Strategies for LSEN Outcomes

The study aims to describe and quantify intervention strategies used by SPED teachers for learners with special educational needs (LSEN) and assess their perceived effectiveness on student outcomes. A quantitative research design utilizing structured survey questionnaires with Likert-scale ratings will be employed to gather measurable data on the frequency and effectiveness of these strategies. The findings are intended to provide evidence-based insights to enhance inclusive education practices and guide SPED teachers in improving interventions for LSEN learners.

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8 views1 page

SPED Teachers' Strategies for LSEN Outcomes

The study aims to describe and quantify intervention strategies used by SPED teachers for learners with special educational needs (LSEN) and assess their perceived effectiveness on student outcomes. A quantitative research design utilizing structured survey questionnaires with Likert-scale ratings will be employed to gather measurable data on the frequency and effectiveness of these strategies. The findings are intended to provide evidence-based insights to enhance inclusive education practices and guide SPED teachers in improving interventions for LSEN learners.

Uploaded by

ianjjanonuevo54
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Research Design

Aim of the Study

The study aims to describe and quantify the intervention strategies that SPED teachers use for
learners with special educational needs (LSEN) and to assess the teachers’ perceived
effectiveness of these strategies on LSEN students’ outcomes (academic achievement,
behavioral improvement, and social development).
In other words, it will identify which teaching supports (e.g. differentiated instruction, visual aids,
behavior management techniques, etc.) are employed by SPED teachers in LWCES (B) and
LNHS and how effective the teachers believe these supports are in improving various student
outcomes.
As Creswell (2014) emphasizes, quantitative methods are particularly useful when researchers
aim to measure variables, test relationships, or describe trends across a population. Through
the use of structured survey questionnaires with Likert-scale ratings, teachers’ responses can
be translated into quantifiable values that allow comparisons of frequency, levels of
effectiveness, and patterns of strategy use
Furthermore, Zobenko, 2022). This approach is most appropriate for the study since the
research questions are centered on “how often” strategies are applied and “how effective” they
are perceived to be, both of which require objective measurement. By using this method, the
study is able to provide evidence-based insights that can inform future inclusive education
practices and guide SPED teachers in implementing more effective interventions for LSEN
learners.
A quantitative research design was chosen because the objectives of the study require the
collection of measurable, numerical data that can be analyzed statistically. Through the use of
structured survey questionnaires with Likert-scale ratings, teachers’ responses can be
translated into quantifiable values that allow comparisons of frequency, levels of effectiveness,
and patterns of strategy use. It ensures that the data gathered is standardized, comparable,
and suitable for statistical analysis. This approach is most appropriate for the study since the
research questions are centered on “how often” strategies are applied and “how effective” they
are perceived to be, both of which require objective measurement. By using this method, the
study is able to provide evidence-based insights that can inform future inclusive education
practices and guide SPED teachers in implementing more effective interventions for LSEN
learners.

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