RESEARCH METHODOLOGY
3.5 DATA COLLECTION TECHNIQUES: TRIANGULATION
Denzin (1970, as cited by Maxwell, 1996:53) defines Triangulation as a rationale for using multiple sources of evidence, collecting information from a diverse range of individuals and settings, using a variety of methods. 'It allows you to gain a better assessment of the validity and generality of the explanations that you develop.'
3.5.1 Normal conversation
Discussions with teachers took place within school premises, whether in staffrooms, classrooms, verandas, etc, and also outside school premises in meetings, workshops, teacher unions and elsewhere
• Procedures followed:
I introduced myself together with my research topic, explained the teacher's right either to participate or not, and asked for his or her honest views on the topic. There were fundamental questions, structured and semi-structured. I avoided interruptions at all costs, and encouraged my interviewee by constantly thanking him or her each time a point was made.
3.5.2 Documentary analysis
'Documentary analysis investigates all forms of documentation relevant to the research study, including data gathered to supplement statements made in interviews or observations made.' (Flood 1999:38) I targeted the school policies of different schools and Punishment Record Books to find evidence of existence of the practice of corporal punishment, to check if policies in place speak against the practice, and whether individual school mechanisms are in place to effectively supplement the South African Constitution and the Schools Act of 1996.
• Procedures followed:
I assured the school principal that the purpose for looking at the Misconduct Book was to learn about the cases the school had experienced and how the school had responded to each individual case, what the dominant cases were, and who the common offenders were.
This book is highly confidential, and I therefore respected the school's integrity at all times and conducted my research with an acknowledgement of the sensitivity of the data. I guaranteed that I would not expose the contents of the book.
3.5.3 Interviews (n=15)
The interviews were aimed at obtaining the views and experiences of and establishing rapport with the teaching staff before observation took place. The interviews were not tape recorded, but I made notes. I conducted face-to-face interviews with teachers to elicit their opinions, attitudes and information about the practice of corporal punishment in schools.
• Procedures followed:
• I introduced myself first and then requested permission from the school principals to conduct an interview with the teachers (my selected respondents). I explained what the study was about, its importance, what would be done with the results of the study, and why the study was pertinent to them.
• I used open-ended questions to invite the interviewees to expand their ideas. I included Yes/No questions.
• I varied the degree of difficulty but included easy-to-answer questions first, to secure cooperation rather than early termination.
• Throughout the interview I carefully observed the following guidelines:
(i) Good manners
(ii) I used the interviewee's language
(iii) I avoided interruptions but waited for a convenient moment to turn the conversation back to a more pertinent line of enquiry
(iv) I avoided expressing my own opinions
(v) I paid occasional compliments to encourage and show my interest in the person to whom I was talking
(vi) I watched the interviewee's body language, observing every look, gesture, and so on, to add meaning to the message being conveyed by the spoken words
(vii) I took notes, after having been given permission to do so (viii) I cross-checked the information I received
3.5.4 Questionnaires (n=160)
This instrument contained a series of related questions for the respondents to answer. The type of information I needed from teachers, learners and parents included both open-ended and closed-ended questions to allow my respondents to use their own words and to choose from a list of provided responses.
As a result of my observation, the interviews with the participants, and the literature review, certain issues began to emerge. A questionnaire was based on these issues.
• Procedures followed:
• I began with an introduction of the study and then requested respondents to take the study seriously:
• What the study is about?
• What will be done with the study?
• Why I selected the respondents9
• The questionnaires conveyed an easily understood request for information.
• Section A of each questionnaire was demographic, i.e. sex, age, grade, or the number of years of teaching experience.
• I first pre-tested the questionnaires on a few people in an attempt to avoid ambiguity.
Cazja and Blair (1996:20) argue that 'pre-testing,' like a dress rehearsal before opening night, is one of the most important components of a survey.
3.5.5 Observation (n=33)
I observed 33 teachers of King Shaka High, using observation as a fact-finding technique.
Bingham, J. and Davies, G. (1992:105) state that observation is a subjective assessment. I was observing the act of administering corporal punishment over a period of time in my place of work Participant observation was performed over a period of five months in the classrooms, staffroom, principal's office and corridors, between teaching periods. The primary aim was:
• To observe if corporal punishment was practiced
• To observe the management's role in the practice
• To establish learners' feelings following the corporal punishment.
• Procedures followed:
Bingham and Davies (1992: 105) say that the mere act of observing may alter the behaviour of the individuals concerned. Being conscious of the 'Hawthorne effect,' l avoided altering the behaviour of teachers and management at all costs.
• I took a purely passive and patient role, not interfering in any way with the process itself.
• I moved around the school during my free periods and always recorded in my diary each time I came across corporal punishment being administered.