125 Self-concept of the physically disabled in inclusive secondary schools CHAPTER FIVE DATA ANALYSES (QUANTITATIVE Table 27: Summary of Results of the x f o r Significance of the distribution of Respondents on SPI Subscales
Chi-Square df
Exact Sig.
financial problem 33.853 2 .000
sexual problems
50.469 2 .000
family problems
34.785 2 .000
future problems
79.609 2 .000
126
Self-concept of the physically disabled in inclusive secondary schools
CHAPTER FIVE DATA ANALYSES (QUANTITATIVE Table 28: Result of ANOVA Test for the Effect of School Affiliation on the Self Concept
total self concept
Between Grou Within Groups Total
Sum of Squares
41.304 23.940 65.245
df 2 91 93
Mean Square
20.652 .263
F 78.502
Sig.
.000
Further, to ascertain the point of significance, the data was subjected to a Post Hoc test. Table 29 presents the Post Hoc test of significance. The result displayed on the table shows a statistically significant effect of the school affiliation on the self-concept. Differences exist between the mean scores of respondents within the categories of high and average and between those within high and low categories of school affiliation (p, 0.00 < 0.05 respectively). This is an indication that physically disabled who had high level perception of school also had high self-concept and those who had a low or negative perception of school also had low self-concept. On the other hand those who are doing well in school work are those who had high self-concept. The result shows no significant difference between respondents that are in the groups of average and low level school affiliation. This is an indication that physically disabled that had high perception of school had high self-concept while those that had low perception of had low self-concept. This difference is further expressed on the histogram, Figure 14, which presents the pattern of relationship between school affiliation and self-concept
CHAPTER FIVE
Self-concept of the physically disabled in inclusive secondary schools
DATA ANALYSES (QUANTITATIVE Table 29: Post Hoc Comparison of School Affiliation and Self-concept Dependent Variable: total self-
Tukey HSD
(I) school affiliation
high average
low
(J) school affiliation
average low high
low high average
concept Mean Difference (I-
J)
-1.16*
-1.49*
1.16*
-.33 1.49*
.33
Std. Error
.163 .120 .163 .151 .120 .151
Sig.
.000 .000 .000 .075 .000 .075 The mean difference is significant at the .05 level.
o o
school affiliation
Jhigh
high
total self concept
Figure 14: Cross Tabulation of SC and SA
Self-concept of the physically disabled in inclusive secondary schools
CHAPTER FIVE DATA ANALYSES (QUANTITATIVE 5.7 FINDINGS
Perception of Self-Concept
Results of critical question one; show that subjects in this study generally have average level self-concept with a mean score of 46.21 and a standard deviation of 6.776. According to the standard established for the purpose of this study, any score between 45-52 indicates an average level self-concept. Therefore, a general mean score for the respondents placed them on average level self- concept category.
However, further analyses indicate that 53.3% of the respondents have low level self-concept. Since the mean score indicates average self-concept, it was assumed that 50% of the respondents would fall within average self-concept group. Nevertheless, the %2 test indicates a statistically significant difference in the distribution (p = 0.000 < 0.05). That is the expected frequency differed significantly from the observed frequency. Further analysis of the subscales of self-concept, both on SCS, SPI, and % test for the point of differences indicates a statistically significant difference between average and low self-concept, which further confirmed that majority of the physically disabled in this study, had low level self-concept or negative self-concept.
On the subscales of the self-concept majority of the respondents' had low level self-concept, particularly on the Social Maturity and future problem subscales (60.6% and 63.8% respectively). These results suggest that majority of the subjects might have acquired negative type of social values and attitudes from the society and are afraid of or not sure of what the future holds for them.
Self-concept of the physically disabled in inclusive secondary schools
CHAPTER FIVE DATA ANALYSES (QUANTITATIVE Gender Effects'
Results of data analyses revealed that there is no statistically significant gender difference on the physically disabled self-concept (f, 0.936 = p 0.336 > 0.05).
Nevertheless, there appeared to be some differences in the frequency counts as reflected on the histogram (Figure 7) and in the mean scores of respondents.
Boys had a mean score of 46.88 and a standard deviation of 7.330 while girls had a mean score of 45.52 and a standard deviation of 6.149, but the differences were not statistically significant. Also on the entire subscales of self-concept measured (f = p > 0.05) there exists no statistically significant difference. It appeared that physically disabled boys and girls who perceived themselves in the same manner, surpassed those who perceived themselves differently, as such the difference was not significant.
Academic Achievement
The results of this study on the relationship between academic achievement and self-concept indicate that there is a statistically significant relationship between academic achievement and self-concept (r, 0.719 = p, 0.000 < 0.01). Subjects who perceived themselves positively had good academic performance. Further, analyses show that 49% of the respondents had low academic achievements.
Students' Problems
Results of data analyses on the relationship between students' problems and self-concept showed that there is a significant relationship between self-concept and student's problems (r, -0.892 = p, 0.000 < 0.01). Frequency counts of the physically disabled response on SPI reflect that 53.2% had high or many problems. Physically disabled who had low level self-concept had high or many
130
Self-concept of the physically disabled in inclusive secondary schools
CHAPTER FIVE DATA ANALYSES (QUANTITATIVE problems while those who had high level self-concept had low or few problems.
This reflects that physically disabled, who perceived themselves worthy, were able to manage and control their life problems. While those with low level self- concept lacked strong belief in their own abilities and resources.
School Environment
Results on the impact of the school environment on the self-concept indicate a statistically significant effect of School Affiliation on Self-Concept (f, 78.502 = p, 0.000 < 0.05). That is, the physically disabled perception of the school environment affects their self-concept. The physically disabled who perceived %2
their school environment problems as hindrances had low self-concept, while those who perceived it as challenging, had high academic self-concept despite their problems.