REVISIONPAPER.docx

ARTICLE ANALYSIS 2

Quantitative Article Analysis

Running head: ARTICLE ANALYSIS 1

Quantitative Article Analysis

Yusuf, M., Choiri, S., & Gunarhadi, A. (2018). The Effectiveness of Inclusive Education and Child Protection Training on Understanding Inclusive Education Subject Matter. Journal of ICSAR, 2(1), 82-87. Comment by Marlo Jackson: fix your formatting here. not in correct APA

Summary Comment by Marlo Jackson: center your headings- subheadings are flushed left

The quantitative article by Yusuf, Choiri, and Gunarhadi (2018) examined the effectiveness of inclusive education training for educators using the main learning material (BPU) of Inclusive Education and The Child Protection as a compulsory course in the Faculty of Teacher Training and Education, Sebelas Maret University. Participants in the study included 25 lecturers from 25 programs at the Faculty of Teacher Training and Education they were both lecturers and candidates of lecturers for inclusive education at the faculty. They had varied educational backgrounds but not from a special education program. The study employed experimental approaches that involved pre and post-test. The collection of data included involved the use of a special instrument that measures the concept of comprehension test and the substance of inclusive education, which included 25 questions. Data analysis was carried out using descriptive statistical analysis technique continued t-test for difference test with a significant level of 0.05. It was predicted that the training would be declared effective when the t-test result was found to be smaller than the probability of 0.05. Comment by Marlo Jackson: run on sentence Comment by Marlo Jackson: in doctoral writing... reviewers frown upon the word "that" try to avoid as much as possible by adding -ing on the verb.

The results showed a difference between the mean score of pretest and posttest (17,32-19,84). The paired sample t-test was used to find out whether there was a statistically significant difference in the distance run between the two trials. It was indicated that the p-value was lower than the alpha value (0,000<0,05). This was used to establish that training teachers using the main learning material (BPU) of Inclusive Education and The Child Protection enhances the comprehension in understanding inclusive education courses as a compulsory course in the faculty.

Analysis

The article provides valuable and valid insights about the critical role played by inclusive education training and child protection in improving the understanding of the concept and substance of study for lecturers in higher education. A significance level of 0.05 shows that there is a 5% risk of concluding the existence of a difference when there is no actual difference. This is accepted as a reasonable choice in most circumstances (Filho, et al., 2017). The adoption of this level of significance shows the conclusion is valid. However, this level of significance implies that there is a risk of a 5% risk that the conclusion may not be valid. The major threats to validity include the pretest and posttest effect and Hawthorne effects. Using a pretest and posttest approach means that results are obtained only after pretest and posttest, which implies that errors in one step could compromise the validity. Concerning the Hawthorne effect, participants in the study might have altered their behavior and comprehension ability due to the awareness that they are being studied. Comment by Marlo Jackson: what is this?

An important weakness in the study is that the authors refer to existing literature sparingly. This is noticed in the literature review section where most of the information included is not attributed. For example, an entire paragraph only contains one citation, which shows a limited review of existing literature in the field. Additionally, some of the sources used in the study are not current. For example, the study includes sources published in the 1990s, thus failing to recognize the crucial importance of relying on current knowledge in the field to inform the direction of the present study. Another weakness is the limited extent to which the results can be generalized because of the study’s limited focus on lecturers and participants from a single faculty. This limits the generalization of the finds to other faculties, institutions, and groups that do not constitute lecturers.

There are several opportunities for further research not mentioned in the article. Further, more research should be conducted to establish whether the findings can be replicated to other settings, that is, other faculties in other universities across the country. The study only focused on a single faculty in a single university, that is, Faculty of Teacher Training and Education, Sebelas Maret University. Second, more research is required to establish other factors that could help in improving the understanding of lecturers in using and understanding the main learning book of inclusive education and child protection. This is because inclusive education and child protection is not the only factor to enhance comprehension. Determining other factors and employing them together with the proposed approach in the study would foster better comprehension. Third, research should be conducted to establish how the influence of inclusive education on lecturer comprehension is linked to improved services for students with special needs.

The findings of the study reinforce the importance of ensuring that wrong concepts are not understood, which would result in wrong services delivered to children with special needs learning from inclusive classrooms. Requiring students with special needs to receive education from inclusive classrooms should follow efforts to accommodate their particular needs. All teachers, including those being trained for regular schools, should be trained on the important aspects of inclusive education. This includes helping them to modify their attitudes about students with special needs and enhancing their skills and knowledge to ensure that they are matched with the needs of this category of students.

References

Filho, D. B., Paranhos, R., Rocha, E. C., Batista, M., Silva, J. A., Santos, M. L., & Marino, J. G. (2017). When is statistical significance not significant? Brazillian Political Science Review, 7(1), 31-55. Comment by Marlo Jackson: formatting here is good

Yusuf, M., Choiri, S., & Gunarhadi, A. (2018). The Effectiveness of Inclusive Education and Child Protection Training on Understanding Inclusive Education Subject Matter. Journal of ICSAR, 2(1), 82-87. Comment by Marlo Jackson: formatting here needs work