There are different types of data generation methods involved when conducting research. Data generation involves the gathering of documents and in the case of qualitative research it entails the use of different techniques and methods, which includes documents and diaries (Cohen & Manion, 2011). In the context of data generation, good research relies on strong data, and a systematic organization of the data is important.
In this research, data that were generated from the BIO 420 pre-service teachers’ SL project reports, reflection diaries and the course outline were analysed and interpreted.
The researcher does not include the pre-service teachers’ views through interviews, questionnaires, or observations, since assessing the pre-service teachers proved to be tasking considering the fact that they were no longer students in the institution.
Below is the summary on how data was generated from the data sources.
Document analysis: Document analysis is the research of documents with the aim of understanding their content or illuminating a deeper meaning (Ritchie, 2003). In addition, Creswell (2012) notes that documents provide valuable sources of data which help researchers to understand phenomena that centres on qualitative research. For qualitative research, documents are distinguishing in one aspect: documents exist before the researcher seeks to use them, unlike in interviews and observations. Contrary to focus group discussions where data are not yet generated, studies using document analysis makes use of post-hoc account of previously generated data (Gaborone, 2006).
In this research, all the documents for data which are the pre-service teachers’ SL project reports, pre-service teachers’ reflection diaries, and the SL module outline were all analysed using the themes from the conceptual framework to gain insight on the implementation of the SL projects. The data from each document source (project report, reflection diaries and module outline) is also expected to corroborate data from other documents.
When generating data using document analysis, there are certain questions to consider.
These questions as suggested by Cohen, Manion and Morrison (2007) are basic questions that can assist the researcher in addressing issues such as trustworthiness and relevance. The questions are shown in table 3.2 below.
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Table 3. 2: Documentary analysis questions to consider (Cohen, Manion &
Morrison, 2007, p. 202)
Context of document Documentary analysis in this research Where was the document from? From the sampled institution and faculty.
When was the document written? Within the study period of 2007-2011 What kind of document is it? SL project report for BIO 420.
Reflection diaries for BIO 420
Module Outline for BIO 420
What is the document about? They are about the SL project implemented during the SL programme of the BIO 420 module.
Why was the document written? As a module requirement for BIO 420 module.
For reporting/ reflecting and reports for dissemination.
Like some forms of analysis, document analysis has both strengths and weaknesses (Bowen, 2009).
The strengths of document analysis:
During document analysis, what is studied is not altered by the presence of the researcher, thus giving the document stability.
It is cost-effective, as the data in the document is already gathered. Only the content and quality of the document is to be analysed.
It is less time consuming which makes it more efficient than other research methods.
It also requires data selection rather than data collection.
Weaknesses of document analysis:
According to Bowen (2009) document analysis most often does not provide sufficient details to answer research questions and this is seen as a limitation. However, Bowen (2009) noted that it is seen as a “potential flaw rather than a major limitation” (p. 31).
From the above discussions, it is evident that the strengths of document analysis outweigh its weaknesses. In this research, different documents were analysed to level
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out the issue of insufficient details, as well as generate in-depth information for the research questions.
In justifying the use of document analysis for this research with regards to fit for purpose and based on the views of qualitative researchers, Cohen et al. (2007) noted that
“document analysis focuses on the language and linguistic features, meaning in context, is systematic and verifiable (e.g. in its use of codes and categories)” (p. 475).
Table 3.3: Summary of data generating methods and sources Data Sources Research questions
(RQ).
Data generation method
Data analysis method Bio 420 Pre-service
teachers’ project reports
RQ 1 & 2 Document analysis. Content analysis.
Bio 420 module outline.
RQ 2 Document Analysis Content analysis
Bio 420 reflection diaries
RQ 1 Document Analysis. Content Analysis.
3.8.1 Data Generation Instruments
In this research, qualitative information was collected by data tools from particular documents, which included:
i. Pre-service teachers’ SL Research Project reports ii. Pre-service teachers’ SL Reflection Journals iii. SL Module outline
3.8.2 Data Generation Methods Fit For Purpose
The table below shows the data generation methods for this research and gives notable justification for selecting the methods using qualities of the chosen qualitative approach as a base, and as each method relates to the research questions guiding this research.
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Table 3. 4: Summary of the data generation methods and reason for them
Data generating method Purpose Research
question
Reasons for the method
Document Analysis of Reflection Diaries &
Module outline.
To document, internalize and introspect on the SL projects and experiences, the pre-service teachers reflected on the entire SL programme.
RQ 1 “enables students to embrace the importance of perplexity in the learning process, and develop the ability to make meaning of personal experience” (R. G. Bringle
& Hatcher, 1999, p. 118) Document Analysis of
Project reports.
The pre-service teachers project reports were analysed for insight on the SL project they
implemented.
RQ 1 & 2 “to understand their substantive content or to illuminate deeper
meaning”(Lewis & Ritchie, 2003, p. 35)