March 27, 2017



Background of the Study

In teaching and learning process, there are different internal and external factors that affect the learning skills of the students. An effective teacher is known to have the power to realize socially valued objectives agreed for teacher’s work including the work concerned with enabling students to teach (Campbell et al, 2004).  There are many ways to know if a teacher is effective or not. Effective teaching is intellectually demanding in that it requires the teacher to know, in a deep sense, the subject being taught.

To teach effectively, the teacher needs to be able to think and problem-solve, to analyse a topic, to reflect upon what is an appropriate approach, to select key strategies and materials, and to organize and structure ideas, information, and tasks for students. None of these activities occurs in a vacuum (Eriksen, 1983).

Effective teaching is socially challenging in that it takes place in the context of a department and institution which may have unexamined traditions and conflicting goals and values. Most important of all, effective teaching requires the teacher to consider what the students know, to communicate clearly to them, and to stimulate them to learn, think, communicate, and perhaps in their turn, to stimulate their teachers. In short, to teach effectively you must know your subject, know how your students learn, and how to teach.

However, if the children that are complete in senses and functions well fail to complete the attendance in school, how much more the individuals who are physically disabled or unable to function well as a normal person? In order to promote the education among the children with mobility disorders such as visual impairment, many educators proposed that there should be a special treatment for those people. First, the institutions should address the mobility needs of the students in order to learning objectives of the universities.    

The purpose of the study is to assess the Braille competency and user skill efficiency of teachers. This is done by analysing data acquired from them through survey questionnaires that contain questions related with the topic.            Another purpose of the paper is to be able to determine the implications of Braille competency to students. The experiences of the school teachers to be surveyed for this study pertaining to Braille competency may provide some enlightenment on several implications.


Statement of the Problem

This paper intends to the Braille competency and user skill efficiency of teachers by surveying several randomly chosen school teachers in the area.


Aims and Objectives

The aim of the paper is to determine the Braille competency and user skill efficiency of teachers. This is in lieu to promote which approach is more advantageous for the school organisations. The reason for aligning the issue of the Braille competency and user skill efficiency of teachers with the schools, is because of the possible implications that each may uniquely provide for the public.


            The following research questions are the problems explored:

1.         What are the implications of the Braille competency and user skill efficiency of teachers in the overall development of school? 

2.         What are the views of school teachers regarding Braille system in teaching their students with visual impairment?

3.         Is the current level of teachers Braille knowledge and skill effective in teaching their students?


Research Methodology and Techniques for Data collection

Research requires an organised data gathering in order to pinpoint the research philosophies and theories that will be included in the research, the methodology of the research and the instruments of data interpretation. In this study, the Research Process “Onion” will be utilised so that the findings of the study can be thoroughly established. The inner part of the onion describes the methodology portion whereas the outer part discusses the strategies that can be utilised in interpreting the results of the findings.

The descriptive research method uses observation and surveys. In this method, it is possible that the study would be cheap and quick. It could also suggest unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative explanations and especially infer causations. Thus, this study will use the descriptive approach. This descriptive type of research will utilise observations in the study.  To illustrate the descriptive type of research, Creswell (1994) will guide the researcher when he stated: Descriptive method of research is to gather information about the present existing condition.  The purpose of employing this method is to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular phenomena. The researcher opted to use this kind of research considering the desire of the researcher to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study.

The research described in this document is partly based on quantitative research methods. This permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan.








Campbell, J. Kyriakides, L. Muijs, D. and Robinson, W. (2004). Assessing Teacher Effectiveness: Developing a Differentiated Model. New York, RoutledgeFalmer.

Creswell, J.W. 1994, Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage.

Eriksen, S. "Private Measures of Good Teaching." Teaching of Psychology 10, n0. 3, 133-136.



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