APPENDICES
3.3 RESEARCH DESIGN AND INSTRUMENTATION
3.3.1 Nature of Research Design
A research design is a plan of how one intends to conduct the research process to solve the research problem (Cohen & Manion, 2000). The researcher opted for the ‘mixed method’ research design. The advantages of this design are that it uses the quantitative and qualitative approaches in combination to provide a better understanding of research problems than either approach alone (Ivankova, et al., 2007:5). Both are valuable to social research theory and practice, and that knowledge can be gained through both the capacity to reason and sensory experiences (Kumar, 2014:18). This methodology was used, firstly, because the researcher believed that it would lead to some knowable truths about discipline in schooling in rural secondary schools in KwaZulu-Natal. Secondly, it would provide information on whether certain generalisations presented in the literature were also true for this population.
Ivankova, et al. (2007:261) emphasise that in the mixed methods approach, a researcher collects both numerical information (e.g. scores on a survey instrument or ratings) and text information (e.g. open-ended interviews or observations) to answer the study research questions, as well as the fact that the term ‘mixed’ implies that the data or the findings are integrated or connected at one or several points within the study.
3.3.2 Research Instruments
Data was collected by means of a questionnaire and interview.
64 a) Questionnaire
A questionnaire is a document containing questions and/or types of items designed to solicit information appropriate for analysis (Babbie 2007: 246).In this study, the researcher made use of a questionnaire because it saved time and it was easy to reach the targeted population.Respondents were able to complete the questionnaire in their own time and in a more relaxed atmosphere. The researcher believed that principals as leaders are informed about discipline in their schools.
Format of the Questionnaires
A questionnaire for principals was developed by the researcher. The questionnaire was divided into three sections, with each section focusing on the aims of the study. It was partly quantitative and partly qualitative. Nandraj (2003:70) maintains that the combination of the qualitative and quantitative data results in the full complexity and richness of the phenomenon under scrutiny.
Section A consisted of questions1 to 3. This section dealt with the biographical and general information.
Section B consisted of closed- ended questions focusing on:
Principals’ perceptions of discipline in schools
Principals’ evaluation of discipline in schools
Baker(1999) in Duma (2007:101) asserts that closed-ended questions are preferable because they represent a forced choice, and the choice of the response to one question does not trigger the response to another question.
Section B consisted of items 1 to 20. A Likert- type ranking scale with four response categories was used, namely: strongly Agree, Agree, Disagree and
65
Strongly disagree. The respondents were asked to rate their responses as follows:
Strongly Agree Agree Disagree Strongly Disagree
4 3 2 1
The respondents were requested to cross (X) the appropriate response on the scale provided for each question
Section B also consisted of items 1 to 15. The respondents were asked to rate their responses according to the following scale
Yes Unsure No
3 2 1
Section C consisted of open- ended questions, item 1 to 3. In 1 principals of schools were asked to write down school-related problems that affect discipline in their schools. In 2 they were asked to write down home related problems that affect discipline in their schools. In 3 respondents had to suggest what could be done to improve discipline in schools.
3.3.3 Pilot study
The researcher conducted a pilot study in 30 rural secondary schools. These schools were part of the general population from which the sample was drawn, but not part of the sample itself. The researcher personally delivered the questionnaires to the pilot schools. After two days the researcher collected the completed questionnaires. No inherent weaknesses were discovered in the questionnaires and the data solicited confirmed the questionnaires’ validity and reliability. As a result, there was no need to modify them.
66 3.3.4 Actual Study
In the actual study, 260 questionnaires were distributed to the randomly selected principals of schools by the researcher assisted by two field workers who have a Masters’ degree in research methodology. After two weeks the researcher and two assistants collected completed questionnaires from respondents. Not all principals completed their questionnaires. Two hundred and twenty one ( 221) (85%) completed questionnaires were usable. That represented a satisfactory response.
b) Interviews
In order to obtain in-depth information, the researcher used interviewing as it is the predominant mode of data collection in qualitative research. The unstructured one-to-one interviews were conducted with the aim of getting participants to express their ideas about discipline in schooling. The researcher also preferred an unstructured interview because it is used to determine individuals’
perceptions, opinions, facts and forecasts, and their reactions to the initial findings and potential solutions.
Before interviewing, the researcher prepared open-ended questions. The advantage of using unstructured one-to-one interviews is that the researcher is able to probe incase the response lacks sufficient detail. Follow-up questions help in case one needs to pursue the matter.
The following were main questions in the interviews:
What is the importance or role of discipline in your school?
What type of disciplinary problems do you experience in your school?
How do you deal with each of these problems?
67
What is the relationship between the educators’ conduct and the manner in which you attempt to maintain discipline?
What support do you get from learners’ parents or members of the society with regard to the maintenance of discipline in your school?
What type of assistance do you need in order to be able to deal with disciplinary problems in your school?
i) The pilot study
In order to determine the validity and reliability of the interview schedule, the researcher conducted a pilot study. The sample was drawn from Nkandla circuit.
The researcher personally interviewed three principals. Kumar (2014:219) believes that the respondents are the best judge of whether or not the research findings have been able to reflect their opinions and feelings accurately since the qualitative research study explore people’s perceptions, experiences, feelings and beliefs. Hence, credibility, transferability, dependability and confirmability were four indicators used which are closely related to validity and reliability.
There were no inherent weaknesses because there was agreement of the respondents with the findings, same results were obtained, and results were confirmed by respondents in different circuits.
ii) The actual study
In the actual study, fifteen participants who were randomly selected, were interviewed. Before interviews were conducted, the researcher visited the schools to make arrangements for the interview and to prepare participants. The participants were principals from various secondary schools. The sample was selected from three circuits, Nkandla, Mtubatuba and Ingwavuma. Five schools from each of these circuits were selected randomly. The researcher interviewed five principals from each of the three circuits. She explained again the general purpose of the research, the role that the interview played in the research, the
68
approximate time required and the fact that the information was treated confidentially. The interview lasted about an hour and a half for each participant.
The participants were also requested to sign a voluntary consent form and the researcher explained to the participants that they were free to withdraw at any time if they wished to do so.