CHAPTER 4 RESEARCH METHODOLOGY
4.3 RESEARCH DESIGN
The study followed a mixed method research. The type of mixed method applied in this present study is sequential explanatory. The sequential explanatory started with quantitative and sequentially followed by qualitative. Therefore, the appropriate research design is a sequential explanatory mixed method. This is summarised in Figure 4-2.
Figure 4-2: Schematic representation of the research design (Source: Author's compilation)
Mixed method paradigm which is pragmatism, guided the methodological choices by providing flexibility to use diverse methods that works for this study. Pragmatism provided the foundation for the multiphase method (Creswell & Clark, 2011:101). Accordingly, multiphase was used to study the problem through different phases linked to quantitative and qualitative methods (Creswell & Clark, 2011). The data was collected and analysed sequentially with quantitative method followed by qualitative method.
A detailed description of each component of the research design summarised in Figure 4.2 is explained starting with mixed method (see section 4.3.1- 4.3.5).
Mixed method
Mixed method research is used research to answer research questions using qualitative and quantitative data collection and analysis (Teddlie & Tashakkori, 2009:23-27). The advantage of mixed method is verifying and generating theory in the same study using confirmatory and investigative questions which can provided by the researcher (Teddlie & Tashakkori, 2009:33).
For instance, the quantitative method produces precise and measurable data which are easily drawn into tables and graphs. Whereas the qualitative method enhances the understanding of the data produced (Teddlie & Tashakkori, 2010; Dahlberg & McCaig, 2010).
Mixed method offers better inferences and wider divergent opinions (Teddlie & Tashakkori, 2009:33). However, mixed method is much more time consuming and takes much more resources and planning. It is more costly printing the quantitative instruments, the pre and post-test questionnaires, recording and transcription of qualitative interviews, focus groups, statistician fees and cost of software programs for this study. Nevertheless, the advantages outweigh the challenges, as it is more valuable by providing more evidence drawn from different data sources such as qualitative and quantitative data. Therefore, in order to utilize the strengths of both qualitative and quantitative components of the mixed method, the researcher used a sequential explanatory mixed method to integrate the qualitative and quantitative methods (Creswell & Clark, 2011).
Sequential explanatory mixed method
Sequential explanatory mixed method is preferred because it is the simplest of all the mixed method designs as it begins strongly with quantitative direction. (Creswell & Clark, 2011:83). The ability to conduct quantitative (QUAN) and qualitative (QUAL) methods separately and collect only one type of data at a time is a great advantage, even thou it is time consuming. Furthermore, the data was analysed separately. The final report began with quantitative section followed by the qualitative part making it a useful way of writing and easier for readers (Creswell & Clark, 2011:83- 85). The sequential explanatory mixed method is illustrated in a flow diagram in Figure 4-3.
Figure 4-3: Schematic representation of sequential explanatory mixed method (Source: Author's compilation)
It further supports mixing the QUAN and QUAL strands at the final stage of the research process after collecting and analysing both data sets (Creswell & Clark, 2011:66-67) for understanding
and verification (Johnson et al., 2007; Teddlie & Tashakkori, 2010). And the multiphase connects the three phases within the sequential explanatory mixed method design.
Multiphase in mixed method
Multiphase is a type of mixed method research that combines both sequential and concurrent components over time with distinct phases implemented within the study (Creswell & Clark, 2011).
Concurrent component occurred when both the quantitative and qualitative methods were implemented during each phase (see section 4.5) of the empirical study. And sequential when quantitative method is implemented before the qualitative. The research question for each phase is stated as required by the multiphase mixed method (section 1.3). Each new phase is built on knowledge learnt or acquired from previous activities.
The strengths of multiphase applied in the study are:
• The researcher incorporated the flexibility needed to apply mixed methods features to address the five related research questions (section 1.3).
• The researcher used the multiphase mixed method to provide a complete frame for conducting the three phases of the study.
• The researcher published the results from individual phases and, as combined complete study (chapter 6 and 7).
The purpose of multiphase was to address the five sets of phased (step by step) research questions that advanced from one programmatic (scheduled, methodical) research aim as stated in section 1.4 (Creswell and Clark, 2011). Again, the study is considered multiphase because the researcher cannot fulfil the main aim of the study with a single mixed method study, hence the study is subdivided into three phases (three empirical studies).
Quantitative and qualitative methods were applied in the three empirical studies listed below:
(i) Using music to determine the impact of music activities on the four components of engagement (behavioural, affective, cognitive, and authentic/agentic (AGAU) engagement) in learning the first twenty elements of the PT (Atomic numbers, atomic mass, names and symbols).
(ii) Using context-based inquiry to determine the impact of context-based inquiry activities on the components of engagement in learning about the combustion of some Periodic Table
elements; magnesium, lithium, phosphorous, sulphur, carbon and hydrogen in oxygen and linking their use to everyday experiences.
(iii) Using computer simulation to determine the effects of computer simulation on the engagement components in learning about atoms and molecules of PT elements.
The three different phases contribute towards understanding the effect of using music, context- based inquiry, and computer simulation for learning the PT and generalise the findings to the population. These three phases were executed as an intervention at each of the two scheduled workshops.
Intervention: The three phases
Intervention is a creative means of developing situation-specific solutions combined with a logical procedure of evaluating these solutions (Van Aken & Romme, 2012:3; Oliva, 2019). Knowledge of the intervention outcomes deduced from participant-observer perspectives was essential for examining the findings on the intervention outcomes in specific phases of the workshops (Van Aken & Romme, 2012:4).
These designed interventions were experimented with teachers during two workshops and a case study, a lesson was presented by one of the workshop participants afterwards to see if the results answered the research questions. The features of the designed interventions suggested by CLT and MIT guided creating specific learning materials and strategies (music, context-based inquiry, and computer simulation engagement strategies) designed to realize learning gains (Walker, 2006:9). The theories were applied to discover, build and test the intervention’s effectiveness using the three engagement strategies. Hence, creating a connection between the research and learning theories. As discussed in the literature (chapters 2 and 3) the theories applied to each engagement strategy per phase are summarised in sections 4.3.4.1 to 4.3.4.3 and Figure 4-1.
Phase one: Music as an engagement strategy
One of the problems identified is memorising and recalling of the names and symbols of the first twenty elements of the PT (refer to chapter 3). The development of the intervention included searching, selecting appropriate songs, composing songs, singing, thus using repetition through music as an intervention strategy. As mentioned in section 3.5.5, repetition enhances understanding learning. It also prevents forgetting what has been learnt (Weibell, 2011). The theoretical aspects governing this intervention is repetition (section 3.5.5) and engagement (section 3.4-3.5).
Technology usage (3.6.5) such as songs from YouTube videos, video recording, use of computers and cell phones form part of the implementation of the intervention. Thus, connectivism learning theory (section 2.3.4), and technology-based learning (section 2.6.4) under CLT (section 2.4- 2.6) are among the theories guiding this intervention.
Phase two: Context-based inquiry as an engagement strategy
Context-based inquiry included combustion reaction of selected elements with emphasising transfer of knowledge within the class and the real-life (Herranen et al., 2019; Gilbert et al., 2011).
It engaged learners regarding first-hand activities and discussions. Therefore, engaged participants efficiently in the classroom (section 3.3.4).
Context-based inquiry is guided by constructivist theory (section 2.6.2). It initiated learning by creating real-world problems and working in groups (Duch, et al., 2001) which provided opportunity for the participants to find solutions to the problems critically and proficiently (Lederman, 2009).
Phase three: Computer simulation as an engagement strategy
Computer simulation applies technological tools (internet, PhET) that aid visualisation of abstract PT concepts with a guided sequence of steps to promote clarity and engagement (Abla &
Fraumeni, 2019). The connectivism (use of the internet and technology) provided guided learning skills and tasks needed in the modern digital era (Simens, 2013). Therefore, connectivism and CLT provided guidance regarding the intervention using computer simulation (Section 2.3.4; 2.4;
2.6.4). The study implemented the three phases mentioned using quantitative and qualitative methods in the empirical study (section 4.3.5, 4.3.6, 4.4, and 4.5).
Quantitative method
The quantitative method is deductive and theory-driven (Okeke & van Wyke, 2015). The study is driven by learning theories, CLT, and MIT. It emphasises objectivity, outcomes, experimental verification, and generalisation of findings.
To collect detailed, precise, quantifiable, and unbiased data were reasons for using the quantitative method to collect data for the study (Creswell, 2008:54-55). This is followed by analysis with statistical process (Leedy & Ormrod, 2010:182) to determine the affordances of music, context-based inquiry, and computer simulation as engagement strategies in learning the PT. Focusing on quasi-experiment, which trend with the quantitative method.
(i) Principles of quasi-experiment
Pre-test and post-test forms part of the study, therefore, experimental design should be an appropriate quantitative method. But the study does not involve random sampling of participants (Schreiber & Asner-self, 2011: 14).Since randomisation was not applied in this study, it is described as a quasi-experiment.
Applying quasi-experiment, the study included an empirical investigation to determine the impact of the intervention on teachers as the target group without any randomisation. Since quasi- experiment occurs in a natural setting, the findings may be applied to other settings as such generalization can be made about the population. Again, in this present study, there is manipulation of independent variables, no random selections, no active manipulation, and no control group was applied. Figure 4-4 is a summary of the quantitative method where quasi- experiment was used to investigate the conditions within which one of the entities is being surveyed (Yin, 2014:66).
Figure 4-4: An overview of quantitative method of study (Source: Author's compilation)
Quasi-experimental quantitative method was useful in generating results of general trends from the pre-test and post-tests. The quantitative method was followed with a qualitative method to discover and understand individual experiences, opinions, and trends to poke deeper into the problem at hand.
Qualitative method
The trends were discovered through interactive and non-interactive inquiry that took place in a natural setting to investigate and interpret the impact of the engagement strategies in terms of the
meaning and experiences of the participants (Schreiber & Asner-self, 2011:10-11). Producing data that comes from the natural setting of the investigation (Okeke & van Wyke, 2015:209). The purpose of the qualitative approach was to conduct a systematic study of a case to produce detailed description of the object of the investigation (Boudah, 2011:127), which are the affordances of the engagement strategies.
The qualitative method is concerned with the understanding of how individuals or groups of individuals think. This was achieved through interviews and focus groups. Structural interviews seemed unrealistic in this study since varying opinions and answers were provided to questions from the questionnaire. Therefore, a set of ordered predetermined questions could not be administered. Semi-structured open-ended individual interviews were considered appropriate.
The interviewees (participants) were asked open-ended questions. The questions were modified to explore what was heard and their experiences of the three different phases during the interventions. This encouraged the researcher to adopt ways to represent the voices or actual words of the participants in the research report (Okeke & van Wyke, 2015:209).
The focus group was a small gathering of participants related to the phenomenon of interest and could answer questions (Schreiber & Asner-Self, 2011) on the periodic table, engagement strategies and affordances. The focus group interview was used to get what the participants think about the engagement strategies; music, context-based inquiry, computer simulation to enhance engagement in learning the PT and identify the affordances of the engagement strategies.
The participants could hear the views, responses of others and were able to consider their own views (Johnson & Christensen, 2019; Fraenkel & Wallen, 2008:452). The participants talked and interacted well in the groups. The focus groups provided a great deal of useful data from the participants answers and comments (Johnson & Christensen, 2012; Fraenkel & Wallen, 2008).
The use of participants actual words made qualitative method to claim in-depth meaning and understanding of the context (Creswell, 2012:238; Okeke & van Wyke, 2015:209). Moreover, Djan (2014:104) indicated that the use of qualitative research as part of a mixed method study helped to identify existing learning resources and problems of grade ten learners, thus the data collected gave detailed information about the phenomenon under investigation. This confirms an advantage of using qualitative research to acquire an in-depth data in this study.
For these reasons, qualitative approach was used in this study to help identify and describe the guidelines relevant for the application of engagement strategies in the South African school chemistry curriculum (Leedy & Ormrod, 2010:136). To compile the guidelines, the point of views,
perceptions, experiences of individual participants and groups involved in the study is valuable.
Therefore, the principles of phenomenology were applied to the study.
(i) Principles of Phenomenology
Phenomenology is the study of evolvement of meaning developed and experienced by individuals or people based on their own point of view and experiences over time (Okeke & van Wyke, 2015;
Schreiber & Asner-self, 2011:13). Researcher identified concepts as perceived by the participants and described the understanding of a meaningful experience from the participant’s point of view (Leedy & Ormrod, 2010:141).
Phenomenology allows qualitative data gathering using recording, interviews and observation. In phenomenological research the researcher did not include her own personal experiences, but the participants were asked to describe their experiences during the intervention (Trumbull & Watson, 2010:67).
Phenomenology provides the ability to engage few teachers in a detailed description of their experiences and deeper understanding of their perceived affordances of context-based inquiry, music and simulation engagement strategies in learning about the PT; as well as support needed as guidelines to apply the three engagement strategies in the South African school chemistry curriculum to enhance engagement in the classroom resulting in the improvement of performance and achievement in chemistry.
To iterate the definition of phenomenology as stated in the first paragraph of section 4.3.6.1 by (Okeke & van Wyke, 2015; Schreiber & Asner-self, 2011:13), which signifies that the experiences acquired throughout the inventions of the three phases by the individual or participants will contribute meaningful information to the study. Individuals and participants developed experience and meaning of the three engagement strategies based on their own point of view could be identified and overlapping data and repetitions eliminated. However, in the case of observation in the natural classroom setting, a case study was preferred to gain insight into the functioning of the engagement strategies.
(ii) Principles of Case study
A case study is a systematic collection of information about a person, group, community and or event in order to gain insight within a specific time and place (Schreiber & Asner-self, 2011:12).
The researcher focused on obtaining a holistic view and real-world perspective (Yin, 2014:4) of how music, context-based and computer simulation as engagement strategies contribute to learning the PT of elements and achievement
Investigating the ‘’case’’ and collecting information about the engagement strategies in the classroom is the main purpose of using a case study. Case of decisions and individuals
‘’intervention’’ in the study is the central focus of the case study and not the method (Stake, 2005).
The teacher in the classroom is the case that was observed.
The study is interested in a more general understanding of engagement in the classroom using music, context-based and computer simulation as engagement strategies and to evaluate how effectively it is operating.
Designated time, geographical limits of the case were defined as well as the activities. Exhaustive effort to collect all relevant evidence was made. Preferably to complete within constraints of time indicated in the proposal but was limited by time due to the COVID-19 pandemic. The teacher applied the three phases of the engagement strategy in a lesson, and the case formed part of the qualitative data collection.