The researcher explored the literature for methodological options before choosing an
• appropriate methodology to guide the investigation. After gleaning thro~ghthe available literature the researcher decided to employ both quantitative methods to validate the research programme.
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3.5. Quantitative research
In quantitative studies there is an established set of procedures and steps that guide the researcher (White 2003 :27). In quantitative research the researcher formulates a hypothesis. This hypothesis is subjected to empirical testing to be verified.
In temis of research the purpose of quantitative - studies are based on a positivist philosophy, which assumes the existence of a single objective reality that is constant and independent of human beliefs and feelings. Research is directed towards observing or measuring the fixed reality. Quantitative researchers attempt to keep themselves from influencing the collection of data. Statistical methods are used" to analyse the data and draw conclusions. Quantitative researchers attempt to be objective. Quantitative measures employed are to achieve the statistical techniques. Descriptive statistics used to describe the data collected from research questionnaires.
3.6. Qualitative research
It is difficult to explain what qualitative research is without conjuring up qaantitative research. The best way to explain qualitative research -is to see how it differs from - quantitative research. A common definition of qualitative research is that it is anything that is not quantitative, that is any research where findings are not arrived at bystatistic~
or other quantifiable means of measurement or comparison. The most important
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difference between quantitative and qualitative research is the way, in which each tradition treats data. In quantitative methodology variables and variable categories are isolated and defined. These variaaleare linked together to frame hypothesis before the
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data are collected.
Qualitative researchers view themselves as a primary instrument for COllecting data. They -rely on their feelings, impressions and judgments in collecting data. Their findings are often reported in the fonn of verbal descriptions (Borg and Gall 1989). The qualitative methodology is interpretative and dialectual. During the process of interaction betwe~n
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the researcher and the subject, the subject's world is discovered and interpreted by means
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of qualitative methods (Schurink 2000:242) cited in White 2003.
Qualitative research seeks and understands human behaviour by observing and interacting with people in order to be able to construct the social world as they construct it. Qualitative research seeks to predict behaviour by identifying the meanings and interpretations on people, place, relationships, events and institutions in which they occur. Qualitative approaches have been argued to be more ethnical and informative when researching people's life experiences (Miles and Huberman 1994; Strauss and Corbin 1990) cited in Price 2001. Insuch circumstances, one would not derive the true meaning of their participant's unique experiences if they were., to be quantified before researchers gain a sense of what issues are for participation (Leedy 1993:139) cited in White 2003. The various qualitative measure employed were interviews and audio-visual recording. Qualitative research methods were "used more appropriate to the 'aim and purpose of the study. Qualitative research has its strengths and weakness.
3.6.1. The strength of qualitative research
Qualitative research is significant both socially and educationally because it deals with real social and educational issues, which are important to society or the participation in the research project. Culture, meanings and processes are emphasized rather than variable, outcomes and products. Qualitative research aims at being holistic. Research is directed towards observing or measuring the fixed reality.
3.6.2. The weakness of qualitative research
Qualitative research relies on subjective interpretations of, social reality held by individuals and groups. Different people draw different meanings from different social contexts and experiences. Therefore it makes it difficult to formulate rules, regulations and laws. Qualitative research can be unreliable subjectivity is directly responsible for the lack of reproducibility in qualitative research.
3.7. Approach - case study
Since the focus of this study is based on promoting the culture of learning and teaching in a multicultural school, the researcher sees this as a contemporary phenomenon; a proper research design is required. One case school was chosen from the Lower Tugela District.
The researcher is currently based at this school.Itis a primary school with grades (0-6).It is an open school with both genders. Since the focus of this study is based on quality . education· in a multicultural school, the researcher believes that for the success of the study the case study method is appropriate and its characteristics are discussed below (Merriam 1988: 11-13).
3.7.1. Particularistic
The case study focuses on a specific instance, it can illustrate a general problem or situation. It examines a particular event.
3.7.2. Descriptive
The case study is descriptive and makes use of prose and literary techniques instead of numerical data. The end product is rich with photographs, newspaper articles and visual material.
3.7.3. Heuristic
Case studies contribute to a reader's understanding of complex social situations by discussing and providing insight into the problem under study. According to Merriam (1988: 13) "They can'be about the discovery of new meaning, extend the reader's experience, or confirm what is known".
3.7.4. Inductive
Concepts, hypothesis and generalizations are desired from aneX~inationand analysis of data collected. There is a discovery of new knowledge and understanding.
3.7.5. Advantages of the case study
A case study is an empirical inquiry in which multiple sources of evidence are used Yin (1984: 23). Itdeals with real issues and can provide a deeper understanding of the issues that are being studied. The issue of desegregation is real and so are the challenges of multicultural education. Case studies are intensive and reports can incorporate visual material, for example photographs and articles. Case study allows the researcher to gain insight into people, values, behaviour and attitudes.
Using the case study method it complemented and strengthened the questionnaires as it incorporated various data sources, for example, observations, interviews and reflective diaries. This process increased the validity of my case study.
Furthermore, a case study is "the observation of an individual unit, a child,· a class a clique or community. It is undertaken to
p~obe
deeply and analyse intensely the phenomena which constitutes the life cycle of the individual unit so that generalizations can be made about the population to which the unit belongs" (Cohen and Manion, 1989).3.8. Focus group interviews
The nature of my enquiry is orientated towards the understanding of multicultural and, human interaction and negotiatIons in situations. The research content was the primary school~nvironment. Qualitative data was obtained by means of semi-structured and focus group questions. The reliability of the data is based on the fact that the responses are tape-recorded and also expressed· in the questionnaires. Semi-structured questions enabled the researcher to collect information from a number of respondents, with flexibility. Responses were Sometimes opinionated and subjective. Open-ended questions allowed the researcher to cover all aspects of the research topic. A group of five respondents was obtained from the researcher's school for face-to-face focus group
interviews. Each interview session lasted 20 minutes and a mlfimum 40 minutes to administer. These questions allowed the researcher to gain insight into respondents needs and gain clarification on their responses. The researcher used the probing interviewing skill to allow respondents to provide in-depth information and throw more light on the questionnaire responses.