The study employed qualitative research methodology to gather, record, and analyse data. Basically, a research methodology refers to how the researcher will go about finding out knowledge and carrying out the study; this is influenced by the researcher’s position on how s/he comes to understand this knowledge, based upon his/her assumptions about social reality. Choongwa (2018) mentions that research methodology is a collection of procedures by which researchers go about their work, describing and predicting the phenomena. In order to answer the research questions of the study, a qualitative research methodology was adopted because it is explorative and interpretative in nature as the main aim of the study was to gain an insight into the teachers’
constructions of learner-centred practices and the extent to which their personal enactments of “learner-centred” practices enabled meaningful.
Qualitative research has its roots in social science and is more concerned with understanding a phenomenon. Its premise is that there are multiple interpretations of reality and that reality can be co-constructed by the researcher and the subject. Qualitative research is based on a naturalistic approach and is concerned with understanding a phenomenon in a real-world settings (Maree, 2007).
In the study, the phenomenon is Mathematics teachers’ constructions and enactments of learner-centred practices. With regards to the phenomenon, the researcher does not interfere or attempt to manipulate the phenomenon of
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interest. In the study, I observed each of the teachers as they conducted their lessons and I neither interrupted them nor interfered with their lesson
proceedings.
Fraenkel and Wallen (1990) point out that qualitative research is context bound.
Data gathered in qualitative research is directly collected from individual(s) or social community groups within their natural environment. This study was classroom-based as the researcher collected data from observing teachers teaching and interviewing them about the lessons they taught, therefore the researcher considered this to be a natural setting.
In the study I opted for qualitative research not because I perceived it to be better than any other research approach but because I found it to be appropriate for the nature of my study. Basically the study aimed to explain and describe Grade 6 Primary school Mathematics teachers’ constructions of learner-centred practices and the extent to which they enabled meaningful learning in their personal enactments of “learner-centred” practices in a school setting. Leedy (1985) contends that qualitative research is concerned with human beings i.e.
interpersonal relationships, personal values, beliefs, thoughts, and feelings. On the same note of qualitative research, Fraenkel and Wallen (1990) concurs with Leedy (1985), and mentions that qualitative research studies participants’
perspectives, feelings, beliefs, and actions in natural situations
Furthermore, Leedy (1985) states that qualitative research attempts to attain rich and deep data from the respondents. To get an in-depth understanding of the phenomenon of Mathematics teachers’ constructions and enactments of learner- centred practices, the research used a case study design. There are several definitions by different authors in education literature of a case study, however, all the definitions bring in a common element of unity, the study of a given phenomenon (Choongwa, 2018). Creswell (2013) defines a case study as a method of inquiry that focuses on a given phenomenon and uses defined boundaries in its framework, whilst Choongwa (2018) mentions that a case study is a scientific method of inquiry that enables a researcher to understand the in-depth characteristics of a phenomenon. The same construct of case study
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is described by Nisbet & Watted as cited in (Cohen, Manion, & Morrison, 2000) as a specific instance that is designed to illustrate a more general principle.
In the context of educational research, it is argued that a case study is a research approach in which a group of learners, individuals, or other persons associated with the educational process are observed in great detail, and the data that is collected is analysed in order to signify educational issues (Bell, 2010).
The major advantage of a case study is that it allows the researcher an opportunity to concentrate on a specific instance or situation and studies it in- depth to identify the various interactive processes at work (Bell, 2010). Also, according to Yin (1994), a case study approach is preferred when the “how” and
“why” questions are being asked. Yin (1994) elaborates that this happens when the researcher has minimal control over events and when his focus is on a current phenomenon within some real-life context. Yin’s explanation of a case study approach fits well in the current study, since its main focus was on the teachers’
conceptions of learner-centred practices and meaningful learning, and how their conceptions enabled meaningful learning. This phenomenon was investigated within a real-life situation which was the teaching and learning scenario in classrooms. In addition, the researcher had no control of what transpired in the classroom and was a participant observer of what was going on.
However, just like any other approach, a case study has its own shortcomings.
Its major disadvantage is that generalization is not usually possible. For example, Bell (2010) argues that the value of the study of single events like in a case study is questionable. On the other hand, Maree (2007) points out that a case study research is incapable of providing a generalizing conclusion.
This is not to say that case studies are not worthwhile. Case study researchers come to a deeper understanding of the phenomenon of interest. Bell (2010) argues that case studies are valid forms of educational research if they are carried out systematically and critically, and if they are aimed at improving education, which is why I opted for a case study for the present study.
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