Chapter 10: Development of multi-disciplinary model for OVC
7.5 RESEARCH DESIGNS
Research needs a plan or design of how one is going to execute it. The plan is a blueprint that is required for its effective and efficient execution (Maree, 2016; Flick, 2018).
Research design forms the foundation of the entire research process, as it addresses the planning of a scientific inquiry and also helps the researcher to conduct this work easily and in a systematic manner (Ogletree & Kawulich, 2012).
The appropriate research design helps the researcher shape the strategy to derive at information or data from participants (Ngulube & Ngulube, 2015; Scholtz, 2021). In addition it assists the researcher to achieve the aims and objectives of the research and guides the data collection process. For the purpose of the study, the researcher opted for a case study research within the exploratory-descriptive designs because this type of research are usually field studies done in the natural settings of participants. In that setting the researcher has little control over the variables which is important in a PAR study like this one. Literature posited different types of case studies, which are discussed below:
7.5.1 Case study research
A case study provides a detailed examination of the actual experiences of participants in the real life that identify and describe their specific characteristics (Goundar, 2012).
Instead of gathering large volumes of data to identify patterns across time and location, case studies gather detailed data to identify the characteristics of a narrowly defined participants. Case studies often focus on unusual or interesting cases that challenge assumptions, add complexity or reveal something new about a research problem, rather than aiming to describe generalisable facts (McCombes, 2015).
Yin (2004) defined a case study research method as empirical inquiry that investigates a contemporary phenomenon within its real-life context, when the boundaries between phenomenon and context are not clearly evident, and in which multiple sources of evidence are used. Crowe (2011) later postulated it as a research approach that is used to generate an in-depth, multi-faceted understanding of a complex issue in its real-life context. Rashid, Rashid, Warraich, & Sameen (2019) cite it as an appropriate research design when one aims to gain concrete, contextual, in-depth knowledge about a specific real-world subject.
When analysing the definitions as given by different authors, the researcher arrived at the conclusion, which motivated her choice of this design to achieve the goal of the study.
A case study takes place in the natural settings of participants which in case was their where they spent their days and their challenges are experienced. This allowed no natural disturbance to the participants which could have affected the credibility of the data derived. The researcher obtained information by practical observations, dialogues and informal conversations in their contexts.
Second, it provided for an opportunity to conduct an in-depth investigation. When the researcher was of the view that the participant had not said enough, she used other methods such as probing and commenting to facilitate the participants to elaborate.
7.5.2 Rationale for choosing the case study method
In the view of the researcher, case study research was the most appropriate design to use for the study, as it was conducted in the small geographical area of the Maleboho East Circuit. Also, the participants in the investigation did not comprise a large population.
Moreover, this design allowed the researcher to explore and understand complex issues such as vulnerability of children and the challenges they are facing (Rashid et al., 2019;
Zainal, 2007). This was prominent, especially in the context where community issues such as the problem of the rising numbers of OVC and the resulting problems for them were to be addressed. In summary, the case study provided the researcher with an opportunity for a holistic approach and in-depth investigation of the problem in question.
However, the researcher did not ignore the fact that the design is widely criticised for lacking rigour, which is a way of establishing trust or confidence in the findings of a research study. Yin (2014) cites in support of the view that too many times, the researcher may be sloppy and allow biased views to influence the direction of the findings and conclusions. Another weakness in their view is the use of the small number of
participants, which provides a very small base for scientific generalisation. Lastly, it takes long, is difficult to conduct and generates a massive amount of documentation that needs to be managed and organised well to minimise problems. Despite its identified weaknesses, the researcher was still of the opinion that the case study approach remained the only relevant research method to generate data needed for this study because of these benefits it provides.
The study was conducted within the context in which the phenomena take place.
This contributed positively to the authenticity of the data, as the researcher had other means of verifying the data through observation to eliminate bias. There was no major disturbance in the life of participants while the process took place in their natural contexts.
Data was obtained in their real-life environment, which helped in the explanation of the complexities of real-life situations. This was instrumental in this case, as vulnerability is difficult to conceptualise, as already discussed.
It helped to explore the “what and how” of a phenomenon, which in this case was the vulnerability of children.
A case study research design within PAR provided the researcher with a strong combination of approaches to collaborate with participants and enable them to share their views on the challenges they face as OVC.
It gave an opportunity to delve deeper into the real-life world of these participants (Yin, 2014).
7.5.3 Types of case studies research design
Literature revealed different types of case study research as well as several types of participants (Crowe, 2011; Yin, 2014; Zainal, 2007). The discussion of each type is elaborated upon below:
7.5.3 1 Intrinsic case study
In an intrinsic case study, the researcher examines a case for its own sake. A person, a specific group, occupation or department or organisation may be investigated for the purpose of gaining a better understanding of the individual case, where the case is of its primary interest. Its main purpose is not to understand a broad social issue, but merely to describe the case being studied (Crowe, 2012; Fouché, 2021). It is done commonly, when the purpose is to want to know more about a particular individual, group, event or organisation, which means the specific case is dominant.
7.5.3.2 Instrumental case study
The instrumental case study is applied when the purpose of the study is to gain a better understanding of a social issue (Yin, 2014). An instrumental case study’s primary goal is to better understand a theoretical question or problem. When utilised, it enhances the understanding of a particular issue being examined. The case is of secondary importance, but it allows one to gain a greater insight into the theoretical explanation that underpins the issue (Fouché, 2021; Yin, 2014). Therefore, the case becomes a better vehicle to better understand the issue (Fouché, 2021; Yin, 2014; Zainal, 2007).
The researcher selected a small group of subjects to examine a case to provide insight into a particular issue. For the purpose of this study, the instrumental case study was adopted to gain a better understanding of the challenges that OVC face and deep insight into the issue of their vulnerability. This helped to generate an appropriate response to this social issue.
7.5.3.3 Collective case study
In a collective case study, the researcher is interested in a group of cases to draw comparisons between cases and concepts, so that theories can be extended and validated (Yin 2014; Zainal, 2007). In the process, the researcher coordinates data from different sources, which may be different departments, a hospital or university.
A collective case study is set to augment the instrumental case study, but it also attempts to address an issue, while also adding to the literature base that helps researchers better conceptualise a theory (Baxter & Jack, 2010). Grima- Farell (2017) expand the parameters of collective study and suggests that in a collective study, the one issue of concern is again selected, but the researcher selects multiple cases to illustrate the issue.
In relation to the study the researcher has chosen participnats from two schools to study this phenomenon in question which is the challenges that OVC face.
7.5.4 Categories of case study
Case studies are classified in different categories. Yin (2014) and Zainal (2007) noted three categories that are exploratory, descriptive, and explanatory. McDonough and McDonough (2014) add other categories, which are interpretive and evaluative case studies. For this study’s relevance, only two categories were expatiated, which was exploratory and descriptive case studies.
7.5.4.1 Exploratory case study
An exploratory case study investigates distinct phenomena characterised by a lack of detailed preliminary research (Baxter & Jack, 2010), and any phenomena in the data that serve as a point of interest to the research. Such study aims to find answers to the questions of what or who and is often accompanied by data collection methods that include interviews, questionnaires and experiments (Baxter & Jack, 2010). Exploratory case study designs should be applied when the goal of the study is to understand how a phenomenon takes place. Concerning the present study, the researcher intended to explore the challenges that OVC face in schools, and to investigate the factors that contribute to children’s vulnerability, thus, she adopted the exploratory case study method was more appropriate.
7.5.4.2 Descriptive case study
A descriptive case study is used to analyse certain sequences of events that happened
sometimes in the past (Hill, 2017). A descriptive case study attempts to present a complete description of a phenomenon within its context (Hill, 2017). It focuses on one event in isolation, with no attempt or presupposition to generalise the results to other situations (Yin, 2014).
A descriptive case study is set to describe the natural phenomenon that occurs within the data in question. The goal set by the researcher is to describe data as it occurs.
McDonough and McDonough (2014) suggest that descriptive case studies may be presented in a narrative form. The challenge of a descriptive study is that the researcher must start with a descriptive theory to support the description of a phenomenon or story.
If this fails, there is a possibility that the description lacks rigour and that problems may occur during the project.