CHAPTER 3: METHODOLOGY
3.10 Reliability, validity, and transferability
43 Step 3: Searching for themes
The different colour coordinated codes were evaluated and some of them were able to be clustered into one theme. The codes were therefore organised into broader themes. For this study, the identified themes were arranged according to the research questions.
Step 4: Review themes
This step involved reviewing the themes identified in Step 3 (Braun & Clarke, 2006), ensuring that the collected data spoke to the identified themes. During this stage, certain themes were also modified to effectively contribute in addressing the research questions.
Step 5: Defining the themes
In defining the themes, this step focused on identifying what each theme was about and what it intended to communicate (Braun & Clarke, 2006). Therefore, for the first research question, the researcher defined the themes. The researcher was also able to identify the subthemes of the overarching themes.
44
In this study, consistency was achieved through detailed record-keeping and an audit trail (Creswell, 1998; Long & Johnson, 2000). A detailed account of the research processes from the beginning to the completion of the study was given, and transparency regarding the research methodology is imperative in maintaining consistent data. An audit trail is the process involving an independent party reviewing the findings obtained (Creswell & Miller, 2000), a process which allows for an objective perspective by an external individual to assess the credibility and dependability of the research (Creswell & Miller, 2000). The methodology and findings of this research study were reviewed and discussed by the researcher’s supervisor to minimise subjective perspectives and interpretation of data. The process of reviewing and discussing the findings with the researcher’s supervisor also prevented the premature release of the research study findings.
3.10.2 Validity
Noble and Smith (2015) suggested that validity in qualitative research is equivalent to a truth value, and refers to the integrity of the methods used in a study and how accurately the findings reflect the data collected (Noble & Smith, 2015). It is, therefore, the accuracy of the research questions to yield the desired outcome, selection of methodology for answering the research questions, the accuracy of the research design for the methodology, sampling and data analysis, and lastly, the accuracy of the findings and conclusions with regards to the sample and context (Leung, 2015).
To ensure truth value, a study ought to account for personal bias that may influence the findings of the research, represent the participants’ viewpoints with precision, and acknowledge that multiple interpretations of realities exist.
Given this understanding, truth value was ensured in this study through research reflexivity, peer debriefing, prolonged observation of data, audio-recorded semi-structured interviews, and thick and detailed exacts from participants (Noble & Smith, 2015). Research reflexivity was achieved by keeping a self-descriptive journal. According to Long and Johnson (2000), reflexivity is the researchers’ awareness of their own bias, prejudice, and assumptions regarding the phenomenon being studied. This is achieved through the reflection of the researchers’ cultural, social, and historical perspectives that may shape the interpretation of the data obtained. The same conclusion is expressed by Creswell and Miller (2000) who states that this method suspends the researcher’s bias as the research study progresses.
45
Peer debriefing consists of peers reviewing the different aspects of the research and acting as a sounding board (Creswell & Miller, 2000). A peer reviewed the transcriptions to expand the researcher’s understanding regarding the topic of interest.Lincoln and Guba (1985) state that a peer challenges the researcher by asking probing questions about the methodology of the study and acting as a sounding board. The researcher also engaged in the prolonged observation of the data (Creswell, 1998). The objective of this method was to make the researcher cognisant of the inconsistencies that may be present by persistently evaluating all relevant information (Long &
Johnson, 2000). The audio-recorded semi-structured interviews permitted a revisiting of the transcripts whenever the need presented itself. This helped to remain true to the participants’
viewpoints and exact words. The use of thick descriptions and the participants’ direct quotes were essential in ensuring that the discourses and themes that emerged were a true reflection of the participants’ accounts.
3.10.3 Transferability
In qualitative research, generalisability is a challenging task: firstly, because of the small sample size; secondly, because a phenomenon occurs and is situated in a specific context that may be unique to the identified participants (Bashir et al., 2008); and thirdly because the snowball sampling method was employed for this study. Transferability is, therefore, an appropriate term used in qualitative research.
Transferability refers to the extent to which the research results can be applied to other contexts (Noble & Smith, 2015). Babbie and Mouton (2001) suggest that the dependability of a study is determined by its ability to be replicated given a similar context and the same participants.
In this study, transferability was ensured by providing a detailed and informative description of the participants, the context of the study, research methods, data and findings (Creswell, 1998).
Transferability was also enhanced by using participants’ direct quotes, which also contributed to the dependability of the research study, whilst providing rich and relevant information enabling the reader to make an informed decision about the transferability of the findings in a specific context (Creswell, 1998). This was made possible by providing the schedule for the semi- structured interviews, a thorough discussion of the data collection and analysis.
46