Secondary Students’ Voices of Inclusion: A Critical Review of Survey Questionnaires

Heidemae R. Tabor^1, and Laila S. Lomibao¹

¹University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Heidemae R. Tabor and Laila S. Lomibao. Secondary Students’ Voices of Inclusion: A Critical Review of Survey Questionnaires. Journal of Innovations in Teaching and Learning. 2024; 4(1):31-36. doi: 10.12691/jitl-4-1-5

Abstract

Students’ voices bring a number of benefits to the promotion of inclusive education. The purpose of this study is to identify and review survey questionnaires used to gather students’ voices of inclusion in secondary schools, with the aim to support researchers and stakeholders in selecting the most appropriate measure according to the purpose and context of their study. In this article, the Web of Science, Scopus, and ERIC databases were used to search for relevant articles. A systematic review of published studies from 1994 to 2024 identified inclusion survey questionnaires employed to gather secondary students’ voices. A total of 6 survey questionnaires were found and analyzed for descriptive information and psychometric validity. Of those, 5 articles included all psychometric properties. In addition, the analysis suggested attitude, experience, emotion, and social as common dimensions. This study contributes to inclusion literature by providing a useful resource to facilitate the appropriate selection of questionnaires that gather students’ voices of inclusion.

Keywords:
inclusion inclusive education measurement psychometric validity review student voice survey questionnaires

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