CHAPTER FIVE
3.7 DATA COLLECTION PROCESS
A number of data collection techniques were employed in this study. According to Denscombe (2007), it is acceptable to use different techniques to collect data about the same issue because as more data becomes available, it allows the researcher to gain multiple perspectives on the same matter. Furthermore, the use of multiple data collection methods contributes to the trustworthiness of the data (Glense &
Peshkin, 1992; Painter & Rigsby 2005). Data collection is eclectic in nature and the utilization of rich and diverse data answers questions about the complexity and variability of human life (LeCompte & Preissle, 1993). The process of
interpretation and explanation attempts to bring all the items together into a meaningful whole (Maxwell, 1998). Creswell (2007) explains that data collection involves aspects such as setting boundaries for the study, collecting information through observation, interviews, documents and visual material as well as
establishing the protocol for recording information. Most importantly, Seliger and Shohamy (1989) point out that the methods used to obtain results must be
considered and compared.
Grounded theory emerges from close involvement and direct contact with the empirical world to enhance the collection of rich data (Patton, 1990). In this study, the researcher intensified the collection of rich data by using multiple sources of data (observation, documents analysis and individual interviews). The whole process of data collection focused on the process of knowledge construction by learners in CBSL (in the classroom and in the community settings). A study of the CBSL programmes, run at the participating nursing education institutions, brought about an understanding of what and how knowledge was constructed in these nursing education programmes, the activities involved in such programmes and the whole process of teaching and learning within the South African context. During the process of data collection, the researcher began by examining and analysing the practice of CBSL in both the selected nursing schools. During this period of observation, the researcher spent a few days on each site, mainly doing observations and analysis of documentations.
3.7.1 Document Analysis
The researcher requested copies of documents pertaining to the CBSL programme for analysis. These included documents regarding the philosophy, the mission statement, the conceptual frameworks, the level or course outcomes and its assessment criteria as well as the evaluation instruments of the programme.
According to Wilson (1997), the agency’s perspective and interpretation of the phenomena often emerges from the analysis of the documents. These documents were analysed in relation to the data that was emerging during observations and interviews. Ongoing and concurrent analysis of data, at this stage, capitulated preliminary concepts and constructs describing CBSL processes and practices as understood and practised by the selected institution. It also gave insight on how learners applied the knowledge they had learnt in the community settings when back in the classroom. These concepts and constructs formed the basis for the next stage of data collection.
3.7.2 Observation
Observations included looking, listening and asking questions as they arose, in order to offer insights to what was being observed. The researcher observed the process of knowledge construction in CBSL as it occurred in community learning sites and also in the classroom setting, and how learning in the community was transferred into the classrooms and then back to the communities. During each session, the researcher documented events as they occurred in a form of field notes.
Observation of learners in community learning sites and also in the classroom helped the researcher to gain insight into the practise of CBSL. The researcher shared with the participants their understanding of the meaning behind the practice
of CBSL and the process of knowledge construction in both the community and the classroom. The researcher prepared questions that served as outlines for the
interviews. Those questions had to be flexible and exploratory in nature as the researcher was directed by the participants’ responses to probe further on issues of interest (Strauss & Corbin, 1999).
Observational techniques are methods by which an individual or individuals gather first-hand data on the programmes, processing or behaviours being studied
(Hopkins, 1993). They provide researchers with an opportunity to collect data on a wide range of behaviours, to compare a great variety of interactions and to openly explore the evaluation topic (Hopkins, 1993; Merriam, 1998). Merriam (1998) also notes that observation, as a qualitative data collection method, is a research tool when it serves a formulated research purpose and is deliberately planned and systematically recorded. Patton (1990) states that learners find the experience of being under observation less threatening than an interview and that observation provides the researcher with supplementary data that could not be acquired in any other way. In this study, the researcher’s role was that of an observer during the implementation of the CBSL programmes at the participating nursing education institutions.
The researcher observed how the CBSL programme was implemented, and focused on how students gained knowledge and experience by their interactions with the communities in need of health interventions and how this knowledge and experience once gained, was taken back to the classroom for further reflection, application and evaluation. Field notes were taken as supportive sources of data
collection during the observations to assist in assessing the extent to which the CBSL projects were implemented. Field notes are a written account made during the observation, either on the spot, or as soon as possible after the event, that represent the interaction and activities of the researcher and the people studied (LeCompte & Preissle, 1993). Field notes, as the name suggests (Maykut &
Morehouse, 1994), include the experiences, interactions and observations made by the researcher in the process of data collection and analysis. However, not all events and activities were translated into field notes, as the researcher recorded only the interesting and relevant activities and conversation that had to do with the research question pertaining to this study.
3.7.3 Interviews
Interviews are used to gather a description of the life world of the interviewee with respect to the interpretation of the meaning of the described phenomena (Kvale, 1983). According to Merriam (1998), “an interview is a conversation, but a conversation with a purpose” (p. 74). McMillan (1992) and Lofland and Lofland (1995) further assert that using selected interviews could be described as key informant interviewing. Strauss and Corbin (1999) emphasise on asking questions as a primary tool for collection of data in the grounded theory approach. Glaser further states that “Observational data is not enough. The researcher should provide interviews along with observations so that the analyst can get a meaning of what is observed. Observations do not in and of themselves have the meaning or perspective in them of the participants” (p. 49).
During the interviews, the responses of the participants were audio-taped. Hand written notes and memos were utilised to provide a system of backup information throughout the process of data collection. Interviews were mainly based on data that had emerged during observation on each site so as to cross check, fill gaps and verify categories and concepts that emerged from the data of each site. The head of department, deputy head, academic programme directors, level coordinators, facilitators, lecturers and clinical facilitators were all interviewed during this stage.
The interviews addressed questions related to the CBSL context and its
implementation in each school, CBSL curricula, graduate competencies, the nature of learning experiences used, community-based learning experiences or activities, teaching and learning processes, and the roles of those involved in the programme and their community involvement.
The other primary aim of individual interviews in this study was to elaborate on what had been observed, in order to gain a more profound insight into the opinion of the participants regarding the nature of the graduates, the nature of the
programme, the nature of the learning environment, the characteristics of the knowledge construction process, the roles of the teacher and the learner and their relationship, barriers and challenges to teaching and learning as well as perceived benefits of CBSL programmes. The gist is that the researcher wanted the
participants to expand on specific responses emanating from the observations that were made in order to gain deeper understanding about the experiences they had acquired through the application or use of the CBSL programme based in those nursing education institutions.