CHAPTER 1 INTRODUCTION
3.2 RESEARCH APPROACH
Qualitative research is a broad term for exploratory methodologies described as ethnographic, naturalistic, anthropological, field, or participant observer research.
According to Cohen, Manion & Morrison (2000) "the interpretive paradigm is characterised by a concern for the individual, to understand the subjective world of human experience, to retain the integrity of the phenomena being investigated, efforts are made to get inside the person and to understand from within" (p. 22).
Merriam (2000), states, "learning how individuals experience and interact with their social world, the meaning it has for them, is considered an interpretive qualitative approach" (p.
4), which is the main aim in this study. The emphasis here is that an individual socially constructs meaning as they interact with the world. Reality is not permanent because there are various constructions and interpretations of reality. The interpretive paradigm also emphasises the importance of looking at people in their natural settings, which is a characteristic of this study. The learners' experience of the Common Tasks for Assessment (CTA's) is a way of understanding how individuals experience the CTA's since there are various constructions and interpretations of reality.
The following characteristics of qualitative research particularly in the interpretive paradigm provided by Key (1997) are, "purpose, reality, viewpoint, values, focus, orientation, data, instrumentation, conditions and results" (p. 2).
Keys' (1997) characteristics are a useful tool that emphasises this study which is located in the interpretive paradigm:
Purpose: I am seeking to understand learner's interpretations of the CTA's.
Reality: my reality changes as I explore my learner's perceptions of the CTA's.
Viewpoint: reality is what each learner perceives it to be.
Values: as the researcher of this study, values will have an impact and must be understood and taken into account when conducting and reporting this research.
Focus: the focus of this study is holistic a complete picture is sought.
Orientation: in this study theories evolve from data as it is collected.
Data: the data collected can be subjective because the data in this study are perceptions of the learners in the environment.
Instrumentation: in this study the researcher is the primary collection instrument.
Conditions: the investigations in this study are conducted under natural conditions.
Results: the results are valid in this study because the focus is to gain 'real', 'rich', and 'deep' data. (Key, 1997, p. 2)
Neuman (1997) states that an interpretive researcher aspires to develop an understanding of social life and how people construct meaning in natural settings. He emphasises the importance of natural settings as opposed to contrived settings. Lincoln and Guba (1985) also suggest that research should be conducted in natural, uncontrived and real world settings. Lincoln and Guba (1985) further identify the characteristics that make humans the best instruments for naturalistic inquiry. They say that humans are receptive to environmental cues, they are also able to interact with the situation, they have the ability to amass information at different levels simultaneously, they are able to perceive situations holistically, they in addition can process data as soon as it is available, they can also provide feedback, verify data and humans can explore unexpected responses.
As a researcher I view my study as a naturalistic inquiry since the natural setting is my school and the participants are learners from my school. Merriam (2000), Eisner (1991), Cohen et al (2000) and Lincoln and Guba (1985) emphasise that the researcher is the primary instrument for data collection and data analysis. As the researcher in this study I am the primary instrument for data collection and analysis and my learners are used as data sources.
Cohen et al (2000) indicate that the interpretive paradigm is "most naturally suited to case study research" (p. 181). Yin (1984) on the other hand defines the case study research method as "an empirical enquiry that investigates a contemporary phenomenon within its real-context and in which multiple sources of evidence are used" (p. 23). Tellis (1997) as well states that case studies are designed to bring out the details from the viewpoint of the participants by using multiple sources of data. This study is in the interpretive paradigm and it is investigating 3 learners' 'experience of the Common Tasks for Assessment in a real-context that is in my own school in the learners' own classrooms. In addition, this study used multiple sources of evidence such as learners' responses to the CTA, classroom observation, interviewing and document analysis.
Soy (1997) states that case study research stands out at conveying an understanding of a complex issue or object and can extend experience or add strength to what is already known through previous research. Soy further suggests that case studies emphasize
detailed contextual analysis of a limited number of events or conditions and their relationships. In this study the research aims to provide an understanding of the CTA and how learners' from one school respond to the CTA's. The study also aims to provide a detailed contextual analysis since the school is unique and according to Cohen et al "
contexts are unique and dynamic, hence case studies investigate and report the complex dynamic and unfolding of events, human relationships and other factors in a unique instance"(p.181 ).
Hitchcock and Hughes (1995) further suggest that using the case study approach is notably valuable when the researcher has little control over events. As stated by Hitchcock and Hughes the case study has numerous features:
• It is concerned with a rich and vivid description of events relevant to the case.
• It blends a description of events with the analysis of them.
• It focuses on individual actors or groups of actors, and seeks to understand their perceptions of events.
• Ithighlights specific events that are relevant to the case.
• The researcher is integrally involved in the case.
• An attempt is made to portray the richness of the case in writing up a report. (p.317) Merriam (1988) provides the following table that typify case study research.
Table 3.1 Characteristics of case study research in Qualitative research Point of Comparisons Qualitative Research
Focus of research Quality (nature, essence)
Philosophical roots Phenomenology, symbolic interaction
Associated phrases Fieldwork, ethnographic, naturalistic, grounded, subjective Goal of investigation Understanding, description, discovery, hypothesis testing Design characteristics Flexible, evolving, emergent
Setting Natural, familiar
Sample Small, non-random, theoretical
Data collection Researcher as primary instrument, interviews, observations Mode of analysis Inductive (by researcher)
Findings Comprehensive, holistic, expansive (Memam, 1988, p. 18)
The features of case studies are encompassed in this research and supported by Cohen et aI's (2000) assertion that a case study allows events and situations to speak for themselves.