118 The term case study has multiple meanings that can be used to describe a unit of analysis or a research method (Maree, 2010; Yin, 2003). More particularly, case studies are an in-depth, holistic examination of a person, group, an episode, a process, community, society or even a unit of social life (Guthrie, 2010, p.66). In the case of this research, the object of study is both persons and processes. Here, intermediate phase teachers‘ experiences in a suburban primary school of teaching through a learning styles approach are treated as the case.
Case studies provide opportunities for intensive analysis of several specific details overlooked by other methods (Guthrie, 2010, p.66). Case studies are empirical inquiries that often become indistinguishable of the contemporary phenomenon under study and its real-life context (Yin, 2003, p.13; Maree, 2010, p. 5). Kumar (2005, p.113) and Johnson and Christensen (2012, p. 395) simply and practically confirm that in its complexity case study research provides a detailed account and study of a social phenomenon through a thorough analysis of an individual case. Here the novel phenomenon of understanding the experiences of teachers using a learning styles approach is inherent of this school‘s innovative, problem-solving context and needs to be investigated for its singular understanding and meaning not particularly for generalisability but certainly transferability.
Importantly, case study research involves the study of an issue explored within a bounded system, setting or context (Cresswell, 2007; Henning, 2010, p.32 -33; Maree, 2010, p. 5). This case study is bounded by the following five parameters:
1. Curriculum implementation requirements of the intermediate phase NCS/CAPS (2012) policy of South Africa.
2. Context found within a diverse and integrated suburban former Model C primary school in Pietermaritzburg, South Africa.
3. A time frame between 2006 and 2012.
4. The personal and professional experiences and expertise of professionally qualified experienced practicing intermediate phase school-based female teachers.
5. Three professionally qualified experienced practicing intermediate phase school-based female teachers who were among those initially fully trained in 2006 to implement the Dunn and Dunn (1978) learning styles approach to teaching the NCS/CAPS (2012) curriculum in the intermediate phase.
119 To this end, the historical relevance out of and within which the lived experiences and dynamics of which this case under study emanates is dichotomously singular yet similar to sites like these whose concerted attempts at understanding and managing change and reform makes for a noteworthy case for investigation. In so doing this study aims to explore, describe and explain teachers‘ experiences of implementing the NCS/CAPS (2012) curriculum through the Dunn and Dunn (1978) learning styles approach, a brain-based, cognitive, individual pedagogy embedded in 21 elements in meeting the needs of diversity and differentiation within the context of learner-centredness. Insightfully, in confronting and addressing reform and change, this case is not a situation that is artificially generated specifically for the purposes of research but is something that already exists. This case is an already ‗naturally occurring phenomena‘ (Denscombe, 2007, p.37) that existed prior to the research project and is hoped to continue well after.
Uniquely also, this case study is a ‗spotlight‘ on this one instance of singularly investigating this school‘s experience of teaching through the Dunn and Dunn (1978) learning styles approach to teaching. In doing so it is necessary to crucially understand many other experiences in seeing how the various parts are linked (Denscombe, 2007, p.35). Thus the case of this one school‘s teachers‘ experiences in understanding the Dunn and Dunn (1978) learning styles approach will ‗help to unravel the complexities within the given situation‘
(Guthrie, 2010). The case will be dealt with as a whole rather than as isolated factors and in this way it will reveal how parts affect one another (Guthrie, 2010). Significantly, details of the relationships and social processes involved within this case, than merely outcomes or end results, are emphasised and brought to attention (Guthrie, 2010; Denscombe, 2007). End products, outcomes and results, though of interest, are secondary to the processes which lead to them. Thus issues around processes of what, how and why teachers have opted for a learning styles approach to teaching are crucial. This case study takes this school‘s situation as given and tries to find out what it particularly means for its participants (Guthrie, 2010, p.66).
Appropriately moreover, most case study research is associated with qualitative research (Neuman, 2011, p.42; Guthrie, 2010, p.66). Case studies are appropriate since it is ‗a type of qualitative research in which in- depth data are gathered for a defined time... here over a seven year period for the purpose of learning more about an unknown or poorly understood situation‘ (Leedy & Ormand, 2005, p.108). Grosser and de Waal (2008), Dunn and Dunn (1978) (1992) and Tully, et al. (2006) among several other learning styles researchers claim learning styles is a less known approach in the work of teachers and need far more attention.
The use of case studies in understanding more abstract topics such as implementation processes is also supported by Yin (2004). Of note Yin (2004, p.48) claims that case studies have ‗become a common way of
120 thinking – not only about the study of implementation but also about practical ways of reducing implementation problems.‘ Theoretically thus, concepts guide case study design and data collection (Yin, 2003). Theoretical concepts help place the case study into appropriate research literature. Lessons from the case study are then more likely to advance knowledge and understanding of the topic at hand (Yin, 2003) thus creating or reshaping theory (Neuman, 2011).
Choosing the sample with this in mind is thus strategic and motivated by the rationale for purposive sampling (Cresswell, 2007, p. 76). Qualitative research using case studies does not derive its data from random sampling (Silverman, 2010, p. 139). Defining the unit of analysis, the case, and in identifying criteria for selection and screening of potential participants to be studied is extremely important for the development of a rigorous case (Yin, 2003). Thus election to investigate the experiences of professionally qualified primary school teachers who were trained to implement the NCS/CAPS (2012) through the Dunn and Dunn (1978) Learning Styles approach is relevant. This case is not viewed for statistical comparison but is selected to investigate the extent and diversity of the phenomenon (Leedy & Ormand, 2005, p. 108). Focusing on a single case because of its unique, exceptional qualities promotes understanding informing practice for similar situations (Neuman, 2011).
Significantly further, in arguing here for a case study approach befitting this qualitative research focusing on an in-depth understanding of one phenomenon, the number of sites or participants included takes on secondary importance (McMillan & Schumacher, 2001, p. 398; Neuman, 2011, p. 42). As the case is examined, complex details of social processes cause and effect relationships may become evident. This allows for rich, comprehensive explanations. These explanations are needed to capture the complexity of social life necessary to describe complex processes occurring over a period of time and space (Neuman, 2011, p. 42). Thus these experiences are useful in understanding how implementation of a programme changes over time (McMillan & Schumacher, 2001, p. 36). This understanding may explore and understand Stahl‘s (1999) significant claim that after one year teachers stopped matching learners to their learning styles.
Therefore, for the purposes of this study, the use of a case study approach is appropriately suited. In allowing for investigation, probe and intensive analysis of in-depth, multifarious issues, a case study approach provides the relevant opportunity for explanations of complexities and subtleties within its real life situation (Cohen, Manion & Morrison, 2000, p.185; Denscombe, 2007). Exploration and description of such complex issues of tradition, diversity, language, culture, behaviour, parental issues, socio-economic and gender subtleties
121 among others may or may not emerge during this case study. These would need in-depth understanding, explanation and description best allowed for through this medium.
In addition, the choice of a case study fits the purpose of understanding teachers‘ experiences of learning styles. This, allowing for findings to be less generalizable makes for plausible transferability. The assumption however does exist that the case being studied may be typical of cases of its kind so that through intensive analysis generalisations may be made that will be applicable to other cases of the same type raising the possibility of generating a theory (Guthrie, 2010 p. 66). This study expediently aims to present findings that may be transferable prodding interest and debate toward a more comprehensive generalisable theory in a future study. Hence, the use of in depth data collection involving multiple sources of information is essential for triangulation purposes (Maree, 2010; Cresswell, 2007). Here four data sets, interviews; documentary reviews;
visual and artifact data are employed to establish value for possible transferability.
Thus, the value of a case study approach is relevantly seen in providing clarity of thinking allowing for abstract ideas and concepts to be linked in specific ways with concrete specifics of the actual lived experiences and accepted standards of evidence gathered for the case (Neuman, 2011, p.42). They especially provide a valuable, unique, intensive way of getting insight and detail whilst offering a greater opportunity to ‗delve into things to discover deeper issues‘ (Denscombe, 2007, p. 36). It is thus envisaged that through this case study these deep issues may receive attention, meaning and understanding that often remain superficial and presumptuous providing clarities yet provoking debate.
The following section presents and argues for the choice of data collection methods employed to gather the necessary evidence for this case study.