Methodology issues and design approach of VLE on mathematical concepts acquisition within secondary education in England

This study used positivist quantitative approach to
examine the mathematical concepts acquisition of’ KS4 (14-16)
Special Education Needs (SENs) students within the school sector
education in England. The research is based on a pilot study and the
design is completely holistic in its approach with mixing
methodologies. The study combines the qualitative and quantitative
methods of approach in gathering formative data for the design
process. Although, the approach could best be described as a mix
method, fundamentally with a strong positivist paradigm, hence my
earlier understanding of the differentiation of the students, student –
teacher body and the various elements of indicators that is being
measured which will require an attenuated description of individual
research subjects. The design process involves four phases with five
key stages which are; literature review and document analysis, the
survey, interview, and observation; then finally the analysis of data
set. The research identified the need for triangulation with Reid’s
phases of data management providing scaffold for the study. The
study clearly identified the ideological and philosophical aspects of
educational research design for the study of mathematics by the
special education needs (SENs) students in England using the virtual
learning environment (VLE) platform.