Volume Two - Academic Conferences

2.2 Sample and sampling techniques
Adelua Olajide Olawole and Maruff Akinwale Oladejo
The Federal College of Education (Special) (FCES), which happens to be the first and only College of
Special Education not only in Nigeria, but also in the whole of Sub-Sahara Africa, was purposively
selected for the study. Also, a total number of 250 students with hearing and visual impairments was
selected purposively.
2.3 Instrumentation
One instrument titled ‘Students With Disabilities’ Electronics Usage Questionnaire’ (SWDEUQ) was
used for the study. It consists of four sections. Section A contained items on the socio-demographic
background of students with disabilities such as age, gender, level, nature of disability. Section B
consisted of 10 items on attitudes towards electronic usage. The items were drawn on a modified
four-point Likert scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD)
and carried the weights of 4,3,2,1 respectively. Section C is on students with disabilities’ technological
confidence. It has 10 items, which were drawn on a modified four-point Likert scale of Most Like Me
(MLM), Like Me (LM), Least Like Me (LLM), and Not Like Me (NLM). It was scored with the weights of
4,3,2,1 respectively. Finally, computer self-efficacy scale beliefs of students with disabilities is in
Section D. It is made up of 10 items, drawn on a modified four-point Likert scale of Strongly Agree
(SA), Agree (A), Disagree (D), and Strongly Disagree (SD) and carried the weights of 4,3,2,1
respectively. A reliability study was carried out using 85 students with other forms of disabilities
besides hearing and visual impairments, who were not used for the main study. Cronbach’s coefficient
was computed based on their responses. The alpha values obtained was 0.75.
2.4 Administration of instrument
The researchers collected data during specially scheduled lecture hours. All the questionnaires were
purposively administered on students with hearing and visual impairments. General Class
Representatives were used as Research Assistants. Three hundred copies of the questionnaire were
given out. Two hundred and eight-six copies of them were returned. This gave 95.5% rate of return
However, 36 out of these questionnaires were not completely filled. The remaining 250 copies found
to be appropriately and completely filled were used for the study.
2.5 Method of data analysis
Multiple Regression Analysis (MRA) and t-test were used for data analysis. MRA was used to answer
the two research questions, while t-test was used to test the two hypotheses. The hypotheses were
tested at 0.05 level of significance.
3. Results
Research Question 1: To what extent would the selected factors namely gender, nature of disability,
computer self-efficacy, technological confidence and attitude towards technology, when taken
together, predict the eLearning usage of students with disabilities in Nigeria?
Result
To provide answer to this question, multiple regression analysis of eLearning usage of students with
disabilities on the five psycho- social constructs was carried out. The total contribution of the five
explanatory variables to the prediction of the criterion variable is shown in Table 1.
Table 1: Summary of regression of eLearning usage by students with disabilities on the selected
factors
R
.152
R Square
.020
Adjusted R Square
.012
Standard Error of the Estimate
Table 1 shows that the five psycho- social factors namely gender, nature of disability, computer selfefficacy,
technological confidence and attitude towards technology have a joint positive multiple
correlation with eLearning usage of students with disabilities (R=.152). This implies that the five
604
1.334