4. Research Design Methodology
4.4. Phenomenology
Nosipho Mshengu Page 51 other people in a wide range of settings. To do this we need to research not only how others behave but also how we should behave with them and understand how particular social behaviour derives from.
4.3.2.5 The language of cases and context
The language of qualitative research is one of interpretation. Researchers discuss cases in their social context and develop grounded theories that emphasise tracing the process and sequence of events in specific settings. They explain how people attach to phenomena and learn to see events from a variety of perspectives (Denzin & Lincoln, 2005). They rarely go into discussion of variables.
Qualitative research methods assume that the subjective dimensions of human experience are continuously changing and cannot be studied using the principles of quantitative research methodologies. In its place emphasis is placed on fully describing and comprehending the subjective meanings of events to individuals and groups caught up in them.
Nosipho Mshengu Page 52 structures of experiences that give meaning. Pascal, Johnson, Dore and Trainor (2011, 12) describes phenomenology, as the description of phenomenon in the lived world that enables us to become aware of the phenomena. Speziale and Carpenter (2007) assert with Schram (2006) that the purpose of phenomenology is to outline particular phenomena as lived experience (Speziale & Carpenter, 2007). In addition (Giorgi, 1997) further explains that lived experiences incorporate the abrupt consciousness of life’s events prior to replication and without interpretation and are also influenced by things that are internal or external to them (individual). It is the lived experience that gives meaning to each individual’s perception of a particular phenomenon and thus presents to the individual what is true or real in his or her life (Giorgi, 1997). This approach maintains that all human beings are engaged in the process of making sense of their world and continuously interpret, create and give meaning.
This approach provides an avenue to produce a synopsis of how human beings formulate and make sense to experiences of a phenomenon or conceptualise their experiences (Creswell, 1998). What makes this approach stands out is that it has a general consensus that holds subjective consciousness as important, which considers the object of experience (Denzin &
Lincoln, 1994: 263). This, however, means human beings on-going interaction with their life world constitute to different and changing interpretation about their experiences and accumulation of meaning to make sense of their actions (Babbie & Mouton, 2006: 28).
Merriam (2009, 18) highlights an important factor to human consciousness, which language as it gives meaning to experiences. Furthermore, objects of an individual genuineness are associated to the meaning of a word preceding a correspondence theory of meaning.
According to Denzin and Lincoln (1994, 263) words are regarded as system of typification of meaning and thus perceived as constitutive building blocks of everyday reality. Cohen, Manion and Morrison (2000) state that one can only ascribe meaning of lived experiences retrospectively by the process of turning back on oneself and looking at what has been happening. Consciousness is a core concept to phenomenology it is not limited to mere introspection.
Phenomenologists argue that the detailed objectivity of experimental research cannot adequately explain the convolution of social. This however needs the researcher to gets close to the subject and view the world according to the subject perspective (Babbie & Mouton, 2006: 33). The subjective point of view serves as guarantee that the world of social reality will not be substituted a fictional non-existing world which is formulated by systematic observer (Denzin & Lincoln, 2005, 263).
Nosipho Mshengu Page 53 The current study used phenomenology approach as it intends to understand the human being who is looking at the world from within the natural attitude. This shows the objective of the participant’s responses as there are without the next person input. Phenomenological research begins with the acknowledgement that there is a gap in our understanding and that clarification will be of benefit (Munhall, 2007, 56). Mishler (1996) elucidates phenomenon as a situation that is of interest to the researcher that gives rise to a process of inquiry about the subject which is known. Phenomenological research will not necessarily provide definitive explanations but it does raise awareness and increases insight. Phenomenology design seems appropriate to understand the participant’s experiences from their own perspective instead of understanding their experiences from their teacher’s perspective.
Numerous studies have used phenomenology approach like (Wood & Goba, 2001; Taukeni, 2012; Masondo, 2006; Motha & Frempong, 2012, 24; Harms, Jack, Ssebunny & Kizza, 2010) to understand orphaned learners experiences. Phenomenology approach seems to be frequently used in research project that seek to understand experiences of human behaviour, this approach is inevitable when lived experiences of human beings are being studied.
In this study, the researcher intended to report on the experiences of how orphaned learners regarding the support they receive in schools. Qualitative method appeared to be appropriate in achieving the aims of the study and create an opportunity for participants to give their perspectives. This is not the first attempt to explore orphan’s experiences using a qualitative research method. There are other several studies which aligned with qualitative research method.
A number of studies have been conducted regarding orphaned learners support, for example (Mtose & Moyo, 2012; Shainn, Bryant, Brooks, Bukuluki, Muhangi, Lugalla & Kwesigabo, 2013) have used mix methods approach. Other studies like (Pascoe, Langhuag, Durawo, Woelk, Ferrand, Jaffar, Hayes & Cowah, 2010; Ismayilova & Ssewamala, 2009) have used quantitative method to carry out their research. Some studies like (Wood & Goba, 2011;
Motha & Frempong, 2013; Ntoate, 2011; Ward & Mendelson, 2008). This shows that different studies of orphaned learners have been conducted using different research methods.
It might be because there are different approaches that are used which solely depended on the objectives of the study. Frequently studies that seek to know orphaned learners experiences used qualitative approach. It gives exploration in perspective of the participants and allows participants to be articulate in narrating their experiences.
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